Peer scaffolding in an EFL writing classroom: An investigation of writing accuracy and scaffolding behaviors
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| Title: | Peer scaffolding in an EFL writing classroom: An investigation of writing accuracy and scaffolding behaviors |
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| Authors: | Parastou Gholami Pasand, Abdorreza Tahriri |
| Source: | Research in English Language Pedagogy, Vol 5, Iss 2, Pp 147-166 (2017) |
| Publisher Information: | Islamic Azad University, Isfahan Branch, 2017. |
| Publication Year: | 2017 |
| Collection: | LCC:Theory and practice of education LCC:English language |
| Subject Terms: | academic writing, interaction, Microgenetic Analysis, Peer Scaffolding, Writing Accuracy, Theory and practice of education, LB5-3640, English language, PE1-3729 |
| Description: | Considering the tenets of Sociocultural Theory with its emphasis on co-construction of knowledge, L2 writing can be regarded as a co-writing practice whereby assistance is provided to struggling writers. To date, most studies have dealt with peer scaffolding in the revision phase of writing, as such planning and drafting are remained untouched. The present study examines the impact of peer scaffolding on writing accuracy of a group of intermediate EFL learners, and explores scaffolding behaviors employed by them in planning and drafting phases of writing. To these ends, 40 freshmen majoring in English Language and Literature in the University of Guilan were randomly divided into a control group and an experimental group consisting of dyads in which a competent writer provided scaffolding to a less competent one using the process approach to writing. Results of independent samples t-tests revealed that learners in the experimental group produced more accurate essays. Microgenetic analysis of one dyad’s talks showed that scaffolding behaviors used in planning and drafting phases of writing were more or less the same as those identified in the revision phase. These findings can be used to inform peer intervention in L2 writing classes, and assist L2 learners in conducting successful peer scaffolding in the planning and drafting phases of writing. |
| Document Type: | article |
| File Description: | electronic resource |
| Language: | English |
| ISSN: | 2588-3259 2538-4244 |
| Relation: | http://relp.khuisf.ac.ir/article_535479_6125156887fff8a2084e9f7af9be2a5e.pdf; https://doaj.org/toc/2588-3259; https://doaj.org/toc/2538-4244 |
| Access URL: | https://doaj.org/article/537c2baaf6db4fb69673ac81bd158f27 |
| Accession Number: | edsdoj.537c2baaf6db4fb69673ac81bd158f27 |
| Database: | Directory of Open Access Journals |
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Nájsť tento článok vo Web of Science | Abstract: | Considering the tenets of Sociocultural Theory with its emphasis on co-construction of knowledge, L2 writing can be regarded as a co-writing practice whereby assistance is provided to struggling writers. To date, most studies have dealt with peer scaffolding in the revision phase of writing, as such planning and drafting are remained untouched. The present study examines the impact of peer scaffolding on writing accuracy of a group of intermediate EFL learners, and explores scaffolding behaviors employed by them in planning and drafting phases of writing. To these ends, 40 freshmen majoring in English Language and Literature in the University of Guilan were randomly divided into a control group and an experimental group consisting of dyads in which a competent writer provided scaffolding to a less competent one using the process approach to writing. Results of independent samples t-tests revealed that learners in the experimental group produced more accurate essays. Microgenetic analysis of one dyad’s talks showed that scaffolding behaviors used in planning and drafting phases of writing were more or less the same as those identified in the revision phase. These findings can be used to inform peer intervention in L2 writing classes, and assist L2 learners in conducting successful peer scaffolding in the planning and drafting phases of writing. |
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| ISSN: | 25883259 25384244 |