Following Vygotskian concept of socio-cognitive developmental theory, the current study analyses the role of scaffolding in learning English grammatical skills in an L2 scenario with a critical eye on the gender of the students. Two sections of class 8 th all-female students & all male students in Inter College Islamabad, Pakistan- have been selected to determine the gender sensitivity of ZPD and scaffolding in language learning skills. The study was experimental in its nature. Pre and post test was conducted. Descriptive and inferential statistics such as mean, standard deviation and T-value were used. The result of the post-test indicated that female students almost gained the double of male students after being provided with appropriate language scaffolding.
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