Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing

Investigation into the effect of symmetrical and asymmetrical scaffolding on the collocational competence of Iranian intermediate learners of English in the context of concordancing demonstrated that the three groups of participants who received the treatment tasks under symmetrical, asymmetrical, and no-scaffolding conditions, improved their knowledge of collocations significantly both in the receptive and productive tasks.