The present study endeavors to investigate the effect of employing peer scaffolding as a sociocultural technique on Iranian EFL learners’ reading comprehension. After taking the OPT test and reading comprehension test 48 students whose scores were one standard deviation above and below the mean were selected to take part in the study. They were randomly assigned to the experimental (24 learners) and the control groups (24 learners). The study consisted of 8 sessions and lasted for 4 weeks. Students in both groups completed three main phases of the task, namely pre-reading, while-reading, and post-reading activities and completed the graphic organizers. The only difference between the experimental group and the control group was that the former applied peer-scaffolding approach and the latter carried out the tasks individually. After the treatments, the reading comprehension test, which was the same as the pre-test, was administered to both groups to see their improvement after intervention, and the data were finally analyzed through T-test and ANOVA. The results revealed that the experimental group outperformed and the control group. Therefore, the null hypothesis of this study is rejected, and statistical results suggest that scaffolding technique affects students’ reading comprehension ability efficiently. Finally, possible reasons for the results and implication of the findings for language teaching are discussed.
