Classroom Interaction, Learner Autonomy, Pedagogical Scaffolding, and Learner Identity: A Structural Equation Modelling Approach

The newly demanded language learning methodologies can exhibit their maximum efficiency if they are monitored meticulously and regularly in their particular contexts of application. The prerequisite would be putting educational programs in the spotlight and identifying the decisive elements of each learning context. Accordingly, based on the solicited responses from ۶۳۸ students, in this study, a scale was developed and validated to inquire into the participants’ perceptions about the extent to which classroom interaction, learner needs, learner autonomy, pedagogical scaffolding, and learner identity could regulate learning activities in Iranian academic contexts. Importing the survey results to AMOS ۲۲, we tested and validated a hypothetical model of the addressed variables. The validated model supported the interwoven relationships of the study variables and the pivotal role of interaction in regulating, predicting, shaping, and explaining the behaviors of other variables. The results can raise awareness of the sociocultural manifestations of classroom interaction, learner needs, learner autonomy, pedagogical scaffolding, and learner identity in Iranian TEFL programs and encourage highly positive developments and generally accepted practices to improve the status quo. Decision-makers and stakeholders can also gain a detailed insight into how sociocultural variables interrelate and accordingly coordinate their social and educational policies and measures.