en تأثیر تدریس گرامر به صورت ضمنی و غیرضمنی با استفاده از فن داربست سازی بر انگیزه و خودکارآمدی فراگیران ایرانی روان شناسی تربیتی Educational Psychology پژوهشي Original <div style="text-align: justify;"><span style="color:#3300ff;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:150%"><span lang="X-NONE"><span style="line-height:150%">The present study was conducted to investigate the role of implicit vs explicit grammar teaching through teacher scaffolding in the improvement of speaking motivation and self-efficacy among Iranian pre-intermediate EFL learners. To this end, </span></span><span style="line-height:150%">In line with the objectives of the present study, a quasi-experimental pre-test post-test control group design was used. </span><span lang="X-NONE"><span style="line-height:150%">90 ESP students of architecture and art studying in Azad University of Yazd participated in this study through available sampling. These participants were divided into three groups (explicit, implicit, and control groups). The research instruments employed to collect data for this study were Oxford Placement Test, Hogan and Pressely&rsquo;s (1997) Guidelines for Teacher Scaffolding, Gardner&rsquo;s Attitude/Motivation Test Battery, and General Self-efficacy Scale. The obtained data </span></span><span style="line-height:150%">were</span><span lang="X-NONE"><span style="line-height:150%"> analyzed through one-way analysis of variance (ANOVA) using SPSS software. The obtained results indicated that using scaffolding techniques accompanied by explicit/implicit grammar instruction had a significant effect on self-efficacy and motivation of Iranian pre-intermediate EFL learners. Moreover, it was indicated that that using scaffolding techniques accompanied by explicit grammar instruction and implicit grammar instruction were equally effective on self-efficacy and motivation of Iranian pre-intermediate EFL learners. This confirmed that scaffolding techniques have significantly affected self-efficacy and motivation of learners. This study has some implications for teachers and students involved in EFL context.</span></span></span></span></span></span></div> Explicit Grammar, Implicit Grammar, Motivation, Scaffolding, Self-Efficacy. 64 73 http://ieepj.hormozgan.ac.ir/browse.php?a_code=A-10-461-1&slc_lang=en&sid=1 Aliakbar Moeen علی اکبر معین aamoeen@gmail.com 100319475328460010157 100319475328460010157 No Department of Foreign Languages, University of Isfahan, Isfahan, Iran دانشجوی دکتری، بخش زبانهای خارجی، دانشگاه اصفهان Daryoush Nejadansari داریوش نژادانصاری D.nejadansari@fgn.ui.ac.ir 100319475328460010158 100319475328460010158 Yes Assistant Professor, Department of Foreign Languages, University of Isfahan, Isfahan, Iran استادیار، بخش زبان های خارجی، دانشگاه اصفهان Azizolla Dabaghi عزیزالله دباغی dabaghi@fgn.ui.ac.ir 100319475328460010159 100319475328460010159 No Associate Professor, Department of Foreign Languages, University of Isfahan, Isfahan, Iran دانشیار، بخش زبانهای خارجی، دانشگاه اصفهان، اصفهان، ایران