Collective peer scaffolding, self-revision, and writing progress of novice EFL learners :
Open accessAbstract
This classroom-based study examined the effect of collective peer scaffolding activity on narrative and descriptive self-revised drafts and new paragraphs developed by 32 EFL university students in a paragraph writing course in Iran. Each genre was discussed and practiced every other week and was followed by a collective peer scaffolding session. For each genre, learners were required to develop a 150-word paragraph in two drafts (pre- and post-collective scaffolding) and email them to their lecturer within five days before the next sessions were held. They also developed a new narrative and descriptive paragraphs a month after the semester had finished. Eight volunteer students were also interviewed and their reactions to collective peer scaffolding were elicited at the end of the course. Students’ pre- and post-collective peer scaffolding drafts, new paragraphs, and interview data analysis revealed that the activity improved learners’ self-revision skill and the experience was favored by the participants.
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Well-aligned scaffolding can significantly enhance writing proficiency.
“Collectively, this body of work demonstrates that well-aligned scaffolding can significantly enhance writing proficiency.”
From Shaping Human-AI Collaboration: Varied Scaffolding Levels in Co-writing with Language Models (2024) · cites this paper as [33]
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Cited by
Sorted by citations
Shaping Human-AI Collaboration: Varied Scaffolding Levels in Co-writing with Language Models
Dhillon, P. S., Molaei, S., Li, J., Golub, M., Zheng, S., & Robert, L. P. (2024) · Proceedings of the CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642134 · Cited by 111 · see citing works
- Authors
- Memari Hanjani, A.
- Venue
- International Journal of English Studies
- Published
- 2019-06-30
- Volume
- 19
- Issue
- 1
- Pages
- 41-57
- ISSN
- 1578-7044 (ISSN-L)
- 1989-6131
- OpenAlex
- W2957259102
- Cited by
- 23
- References
- 52
- Citations by year
- 2025: 2 · 2024: 4 · 2023: 6 · 2022: 5 · 2021: 2 · 2020: 3 · 2019: 1
- FWCI
- 13.00
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- International Journal of English Studies (publishedVersion, cc-by-nc-sa)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, cc-by-nc-nd)
- Hispana (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- self-revision, EFL writing, paragraph writing, narrative writing, descriptive writing, writing progress, novice learners, learner perceptions, writing instruction
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