Collective peer scaffolding, self-revision, and writing progress of novice EFL learners

• Memari Hanjani, Alireza ^[1]
  1. [1] Islamic Azad University

     Islamic Azad University

     Irán

     
• Localización: IJES: international journal of English studies, ISSN 1578-7044, ISSN-e 1989-6131, Vol. 19, Nº. 1, 2019 (Ejemplar dedicado a: Open Issue), págs. 41-57
• Idioma: inglés
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• Resumen

  • 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.