The Use of Scaffolding Strategies to Enhance the Writing Development of EFL Students
DOI:
https://doi.org/10.17507/tpls.1409.35Keywords:
scaffolding strategy, writing process, L2 writing development, EFL writingAbstract
The current study examined how scaffolding techniques can affect the writing skills of Thai students who are learning English as a foreign language (EFL). The study utilised purposive sampling to select participants, who were divided into two groups: five experts and five novice learners. The study employed a collection of instructional materials consisting of five lesson plans implemented at different stages of the writing process. In addition, a writing rubric was used to assess the quality of written outputs. It was found that implementing scaffolding strategies during the writing process significantly improved the writing abilities of ten EFL students. The scaffolding technique can create a supportive environment where educators can offer guidance and motivation to students as they write. On the other hand, the writing process can be divided into two parts: collaborative efforts that encourage group participation and individual work that promotes independence by gradually reducing the need for help and guidance. Thus, it can be inferred that offering scaffolding strategies during the writing process leads to more substantial enhancements in the writing skills of EFL learners.
References
Abdollahzadeh, M., & Behroozizad, S. (2015). The importance of a socio-culturally designed teaching model in an EFL writing classroom. International Journal of Applied Linguistics & English Literature, 4(4), 238-347.
Belland, B. R. (2014). Scaffolding: definition, current debates, and future directions. In Spector, J., Merrill, M., Elen, J., Bishop, M. (Ed.) Handbook of research on educational communications and technology (2nd ed., pp. 505-518). Springer, New York, NY.
Becky, L., & Spivey, M. (Eds.). (2006). What is the writing process? Super Duper Handy Handouts, 112, 1-2.
Chairinkam, J. & Yawiloeng, R. (2021). Peer Scaffolding Behaviors in English as a Foreign Language Writing Classroom. Asian Journal of Education and Training, 7(4), 226-234.
Chun, J., & Cennamo, K. (2022). A theoretical model of peer learning incorporating scaffolding strategies. International Journal of Teaching and Learning in Higher Education, 33(3), 385-397.
Daise, D., & Norloff, C. (2015). Q: Skills for success reading and writing 4. (2nd ed.). London: Oxford University Press.
Derakhshan, A., & Shirejini, R. K. (2020). An investigation of the Iranian EFL learners’ perceptions towards the most common writing problems. Sage Journals, 10(2), 1-10.
Dewi, M. S. N., Sakina, R., Kulsum, E. M., Uyun, A. S., & Arifin, R. A. (2023). Scaffolding in teaching writing news item text, its benefits and challenges. English Review: Journal of English Education, 11(1), 63-74.
Faraj, A. K. A. (2015). Scaffolding EFL students’ writing through the writing process approach. Journal of Education and Practice, 6(13), 131-142.
Gibbons, P. (2015). Scaffolding language, scaffolding learning: teaching English language learners in the mainstream classroom (2nd ed.). Portsmouth NH: Heinemann.
Hasan, M., & Karim, M. R. (2019). Scaffolding effects on writing acquisition skills in EFL context. Arab World English Journal, 10(4), 288-298.
Hashem, L. I. (2021). A strategy based on scaffolding to develop EFL essay writing and reduce writing anxiety levels among secondary stage students. Faculty of Education: Journal of Education, 86, 39-72.
Ikawati, L. (2020). Scaffolding in teaching writing. Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal), 30(1), 48-58.
Kamil, R. (2017). Exploring teachers’ scaffolding to the students in teaching writing. Journal of English and Education, 5(2), 187-193.
Kampookaew, P. (2020). An analysis of grammatical errors made by Thai EFL university students in an EAP writing class: Issues and Recommendations. rEFLections, 27(2), 246-273.
Kitjaroonchai, N. & Phutikettrkit. (2022). Online scaffolding strategies: A case study of Asian EFL learners in an academic writing course. Theory and Practice in Language Studies, 12(10), 2036-2047.
Laksmi, E. D. (2006). “Scaffolding” students’ writing in EFL class: Implementing process approach. TEFLIN Journal, 17(2), 144-156.
Nguyen, T. T. L. (2018). The effect of combined peer-teacher feedback on Thai students’ writing accuracy. Iranian Journal of Language Teaching Research, 6(2), 117-132.
Northern Illinois University. (2015). Instructional Scaffolding to Improve Learning. Retrieved February 14, 2018, from https://www.niu.edu/facdev/_pdf/guide/strategies/instructional_scaffolding_to_improve_learning.pdf
Nourazar, S., Kakvand, R., & Aliasin, S. H. (2022). The impact of scaffolding metacognitive writing strategy instruction on Iranian intermediate EFL learners’ IELTS writing task 2. Education Research International, 5, 1-8.
Piamsai, C. (2020). The effect of scaffolding on non-proficient EFL learners’ performance in an academic writing class. LEARN Journal: Language Education and Acquisition Research Network Journal, 13(2), 288-305.
Seensangworn, P., & Chaya. W. (2017). Writing problems and writing strategies of English major and non-English major students in a Thai university. Manutsat Paritat: Journal of Humanities, 39(1), 113-136.
Selvaraj, M. & Aziz, A. A. (2019). Systematic review: Approaches in teaching writing skill in ESL classrooms. International Journal of Academic Research in Progressive Education and Development, 8(4), 448-473.
Servati, K. (2012). Pre-writing strategies and their effect on student writing. Master’s thesis. St. John Fisher College, United States of America.
Sidky, G. (2019). Developing students’ writing through scaffolding techniques in a workshop forum. Journal of Language Teaching and Research, 10(5), 964-971.
Sundari, H. & Febriyanti, R. H. (2023). Collective scaffolding in virtual collaborative writing: A study during emergency remote teaching in Indonesia. Studies in English Language and Education, 10(1), 16-40.
Taheri, P. & Nazmi, R. (2021). Improving EFL learners’ argumentative writing ability: Teacher vs. peer scaffolding. Teaching English Language Journal, 15(2), 299-333.
Tarin, S., & Yawiloeng, R. (2023). Learning to write through mind mapping techniques in an EFL writing classroom. Theory and Practice in Language Studies, 13(10), 2490-2499.
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The current issues of Indonesian EFL students’ writing skills: Ability, problem, and reason in writing comparison and contrast essay. DINAMIKA ILMU, 19(1), 57-73.
Van, L. L. (2004). The Ecology and semiotics of language learning: A sociocultural perspective. Dordrecht: Kluwer Academic Press.
Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. The International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.
Wang, J., & Sneed, S. (2019). Exploring the design of scaffolding pedagogical instruction for elementary preservice teacher. Journal of Science Teacher Education, 30(5), 483-506.
Wonglakorn, P., & Deerajviset, P. (2023). The effects of collaborative process writing approach on Thai EFL secondary school students’ writing skills. LEARN Journal: Language Education and Acquisition Research Network Journal, 16(1), 495-522.
Wood, D., Bruner, J. S., & Ross, G. (1976). The Role of Tutoring in Problem Solving. Retrieved September 8, 2016, from http://onlinelibrary.wiley.com/doi/10.1111/j.1469-7610.1976.tb00381.x/epdf
Yawiloeng, R. (2021). Peer scaffolding during EFL reading activities: A sociocultural perspective. English Language Teaching, 14(12), 44-54.
