instructional scaffolding and its impact on learning persian language

teaching and learning a second language, especially in postgraduate courses requires teachers to use appropriate teaching approaches and strategies since they can facilitate language learning considerably. the present research aims to study the relationship between instructional scaffolding and language learning among a selected group of persian learners in persian language centre in qazvin, iran. the research was conducted in a correlational framework and population included all persian learners in persian language centre of international imam khomeini university in qazvin in 2013-14., among whom 126 applicants were selected by ratio sampling method. the data were gathered through instructional scaffolding questionnaire and analyzed using pearson's correlation coefficient and stepwise regression. findings showed that there existed a significant positive relationship between instructional scaffolding and its types (cognitive, contextual, procedural, metacognitive and motivational) with persian learning. in addition, stepwise regression analyses revealed that the cognitive, texture, procedural, metacognitive and motivational scaffolding could significantly and positively predict learning of persian in applicants. the results indicated that instructional scaffolding and its types would play a crucial role in enhancing persian learning in non-persian speakers.