EFL Students' Perspectives of Peer Scaffolding in Online Collaborative Writing
DOI:
https://doi.org/10.17507/tpls.1508.08Keywords:
argumentative writing, online collaborative writing, peer scaffoldingAbstract
The purpose of the present study was to explore students’ perspectives on peer scaffolding in online collaborative writing activities. The study involved twenty third-year students enrolled in the Academic Writing course at the University of Phayao. These students were selected through purposive sampling and categorized into advanced, intermediate, and novice learners based on their writing proficiency. The instruments included online collaborative writing lesson plans covering six weeks, with each class lasting four hours. Data were collected from conversations observed and documented during the online collaborative writing activities. The results revealed that the EFL learners utilized various peer scaffolding behaviors throughout the online collaborative writing activities. Thai EFL learners at all proficiency levels were able to act as scaffolded for their peers, sharing their knowledge and skills, as they may have been expert writers in different areas.
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