Regarding the three main features of scaffolding, namely, contingency, fading, and the transfer of responsibility, contingency entails the assistance adjusted to a learner’s existing level of understanding. The present study investigated the effect of the model of contingent teaching on improving Iranian English as a foreign language (EFL) learners’ overall writing performance (opinion essays), and in terms of writing components; namely, task response, coherence and cohesion, lexical resource, and grammatical range and accuracy. Moreover, the study aimed at investigating which component was mostly affected by the model. Based on convenience sampling, 60 female EFL learners of English in a language school between the ages of 20 and 30 were chosen from four intact classes. After conducting the Oxford placement test to ensure the homogeneity of the learners, the participants were then randomly assigned to one of two groups: experimental or control. The findings of the MANCOVA test revealed that the model of contingent teaching fostered EFL learners’ opinion essay writing performance. Besides, the model of contingent teaching improved task response and the lexical resource more significantly. The study offers some practical implications for teacher trainers, teachers, and EFL learners which are discussed.

关于脚手架的三个主要特征，即偶然性、衰落性和责任转移，偶然性需要根据学习者现有的理解水平调整帮助。本研究调查了临时教学模式对提高伊朗英语作为外语 (EFL) 学习者的整体写作表现（观点文章）以及写作成分方面的影响；即任务反应、连贯性和内聚力、词汇资源、语法范围和准确性。此外，该研究旨在调查哪个组件受模型影响最大。基于便利抽样，从四个完整班级中选择了 60 名年龄在 20 至 30 岁之间的语言学校的英语 EFL 女性学习者。在进行牛津分班考试以确保学习者的同质性之后，参与者被随机分配到两组中的一组：实验组或对照组。MANCOVA测试的结果表明，条件教学模式促进了EFL学习者的意见作文写作表现。此外，条件式教学模式更显着地提高了任务反应和词汇资源。该研究为讨论的教师培训师、教师和 EFL 学习者提供了一些实际意义。条件教学模式更显着地提高了任务反应和词汇资源。该研究为讨论的教师培训师、教师和 EFL 学习者提供了一些实际意义。条件教学模式更显着地提高了任务反应和词汇资源。该研究为讨论的教师培训师、教师和 EFL 学习者提供了一些实际意义。