Korean students face a variety of pressures when learning English. Their culture, parental influences, and place in society all are impacted by their academic achievement. This study compared soft scaffolding (passive instructional tools) with hard instructional scaffolding to ascertain which methods are better for Koreans learning English. The results show that scaffolding methods are positive for all students. The findings show that the group undergoing instructional scaffolding had higher improvement in academic scores.
