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.
Machine summary:
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.
Lidz in his study in 1991 identified twelve components of adult mediating instruction including: 1) Intentionality: attempting to influence the learner’s actions through interaction, engagement of attention and goals, 2) Meaning: promoting understanding by highlighting important aspects, marking relevant differences, and elaborating detailed information, 3) Transcendence: helping the learners to make associations with past experiences and potential future ones, 4) Joint regard: visualizing the learner’s work to him or her, using "we" to talk about the experience, 5) Sharing of experiences: telling the learners about an experience that the mediator had and of which the learner is not aware in order to stimulate new ideas, 6) Task regulation: manipulating the task to facilitate problem-solving and induce strategic thinking, 7) Praise/Encouragement: encouraging the learner that he or she has done something good in order to increase the learner’s self-esteem, 8) Challenge: challenging the learner within but not beyond his or her ZPD, 9) Psychological differentiation: avoiding competitiveness with the learner, 10) Contingent responsivity: being familiar with the learner’s behavior and responding to it appropriately, 11) Affective involvement: giving the learner a sense of caring and enjoyment in the task, and 12) Change: communicating to the learner that he or she has made some changes or has improved.