This study investigated the comparative efficacy of cognitive and metacognitive scaffolding strategies on English as a Foreign Language (EFL) learners’ listening comprehension development. For this purpose, from among the intermediate level language learners of different language institutes in Hamedan, ninety learners, aged 15 to 20, were selected to participate in this study. The participants’ actual proficiency level was assessed using a sample junior TOEFL standard test and relatively homogenous classes of nearly 15 learners were formed and randomly assigned into two experimental and a control groups. While the learners in both experimental groups worked in groups of three or four learners on some listening comprehension tasks, the participants in group one received cognitive scaffolding strategies adopted from Vandergrift (1997), but the second experimental group members received metacognitive scaffolding strategies. On the other hand, control group members were instructed through traditional teacher fronted method with no group work or interaction among the participants. …. The analyses showed that metacognitive scaffolding strategies had a significant positive effect on Iranian EFL learners’ listening development compared to cognitive scaffolding strategies and non-scaffolding strategies. Furthermore, empirical evidence showed that cognitive scaffolding strategies group members had a relatively positive attitude towards the cognitive scaffolding strategies and metacognitive scaffolding strategies group members had a highly positive attitude towards the metacognitive scaffolding strategies used for their listening comprehension development. The findings of this study underscore the importance and effectiveness of scaffolding strategies to enhance learners’ listening comprehension development.
