en The Effects of Peer and Teacher Technology-Enhanced Scaffolding through Process Approach on Iranian EFL Learners’ Collocational Knowledge: The Case of Impulsive and Reflective Learners تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">This study examined the effects of peer and teacher technology-enhanced scaffolding through process approach on Iranian EFL learners&rsquo; collocational knowledge with regard to impulsivity and reflectivity. The participants included 132 EFL learners at the intermediate level selected from an initial number of </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">204 learners based on their scores on Preliminary English Test (PET). The 132 learners were divided into three groups and given a collocation pretest and the reflectivity/impulsivity questionnaire. The three groups of the study were the peer scaffolding (N=48), the teacher scaffolding (N=43), and the control group (N=41). In each of the three groups, there were both reflective and impulsive learners. The first experimental group received peer scaffolding via Telegram while the second experimental group was exposed to teacher scaffolding. As for the control group, no teacher or peer scaffolding was provided and the learners were taught collocations in a conventional way. After the treatment, the posttest of collocations was given to the three groups. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The results revealed that both peer and teacher scaffolding significantly affected collocation learning. However, there was no significant difference between peer and teacher scaffolding in terms of their effects on collocation learning. The results also indicated that the main effect of treatment on collocation learning was significant; however, </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">there was not a statistically significant interaction between peer and teacher scaffolding through the process approach in a technology-enhanced environment and reflectivity vs. impulsivity on EFL learners&rsquo; collocation learning. Based on the results, EFL teachers can employ both peer and teacher scaffolding in a technology-enhanced environment to improve EFL learners&rsquo; collocational knowledge irrespective of learners&rsquo; impulsivity and reflectivity. </span></span></span></span></span><br> <br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">This study examined the effects of peer and teacher technology-enhanced scaffolding through process approach on Iranian EFL learners&rsquo; collocational knowledge with regard to impulsivity and reflectivity. The participants included 132 EFL learners at the intermediate level selected from an initial number of </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">204 learners based on their scores on Preliminary English Test (PET). The 132 learners were divided into three groups and given a collocation pretest and the reflectivity/impulsivity questionnaire. The three groups of the study were the peer scaffolding (N=48), the teacher scaffolding (N=43), and the control group (N=41). In each of the three groups, there were both reflective and impulsive learners. The first experimental group received peer scaffolding via Telegram while the second experimental group was exposed to teacher scaffolding. As for the control group, no teacher or peer scaffolding was provided and the learners were taught collocations in a conventional way. After the treatment, the posttest of collocations was given to the three groups. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The results revealed that both peer and teacher scaffolding significantly affected collocation learning. However, there was no significant difference between peer and teacher scaffolding in terms of their effects on collocation learning. The results also indicated that the main effect of treatment on collocation learning was significant; however, </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">there was not a statistically significant interaction between peer and teacher scaffolding through the process approach in a technology-enhanced environment and reflectivity vs. impulsivity on EFL learners&rsquo; collocation learning. Based on the results, EFL teachers can employ both peer and teacher scaffolding in a technology-enhanced environment to improve EFL learners&rsquo; collocational knowledge irrespective of learners&rsquo; impulsivity and reflectivity. </span></span></span></span></span><br> &nbsp; collocations, peer scaffolding, reflectivity/impulsivity, teacher scaffolding, technology-enhanced learning. collocations, peer scaffolding, reflectivity/impulsivity, teacher scaffolding, technology-enhanced learning. 32 47 http://ijreeonline.com/browse.php?a_code=A-10-1322-2&slc_lang=en&sid=1 Saeedeh Mansouri Saeedeh Mansouri s3724m@gmail.com 10031947532846003857 10031947532846003857 No Department of English, Cha. C., Islamic Azad University, Chalus, Iran Department of English, Cha. C., Islamic Azad University, Chalus, Iran Saeed Safdari Saeed Safdari saeedesafdari1981@gmail.com 10031947532846003858 10031947532846003858 Yes Department of English, Cha. C., Islamic Azad University, Chalus, Iran Department of English, Cha. C., Islamic Azad University, Chalus, Iran