Peer Scaffolding Behaviors in an English as a Foreign Language Writing Classroom

Oct 15, 2026

Uploaded by Aran

This study investigates peer scaffolding behaviors during English as a Foreign Language (EFL) writing activities across three steps of the writing process. Ten English major students at the University of Phayao participated after purposive sampling and were grouped into five expert and five novice writers based on rubric scores. Five lesson plans and an observation form captured behaviors, analyzed through microgenetic analysis.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Introduction

Literature Review

Method

Results

Discussion

Suggestions

Asian Journal of Education and Training Vol. 7, No. 4, 226-234, 2021 ISSN(E) 2519-5387 DOI: 10.20448/journal.522.2021 .74.226.234 © 2021 by the authors; licensee Asian Online Journal Publishing Group Peer Scaffolding Behaviors in English as a Foreign Language Writing Classroom Jittiporn Chairinkam 1 􀀣 Rattana Yawiloeng2 1,2Department of English, School of Liberal Arts, University of Phayao, Thailand. 1Email: [aoonny014@gmail.com](aoonny014@gmail.com) (􀀣 Corresponding Author) Abstract This study aimed to investigate the kinds of peer scaffolding behaviors occurring during English as a Foreign Language (EFL) writing activities through three steps of writing process. The participants comprised ten English major students in writing classroom in University of Phayao selected by purposive sampling. They were classified into five expert EFL learners and five novice EFL learners according to their scores ofthe written paragraph they wrote before participating in the study by using writing rubric. The instruments consisted of five lesson plans through writing process and an observation form. The results analyzed by Microgenetic Analysis revealed that questioning ranked first by the total frequency of peer scaffolding all learners used, but they never applied greeting to their writing activities. However, ten learners applied various types of peer scaffolding to pre-writing activity while they hardly utilized peer scaffolding in post-writing activity. Noteworthy that both expert and novice learners were able to be scaffolders for their peers by supplementing each other’s knowledge and skills because they may be expert writers in different areas, consequently they were able to produce written works by themselves. Keywords: Peer scaffolding, Sociocultural theory, Writing process activities, Expert and novice writers, EFL writing, Microgenetic analysis. Citation | Jittiporn Chairinkam; Rattana Yawiloeng (2021). Peer Scaffolding Behaviors in an English as a Foreign Language Writing Classroom. Asian Journal of Education and Training, 7(4): 226-234. History: Received: 5 August 2021 Revised: 3 September 2021 Accepted: 23 September 2021 Published: 18 October 2021 Licensed: This work is licensed under a Creative Commons Attribution 3.0 License Publisher: Asian Online Journal Publishing Group Acknowledgement: The researchers would like to thank the School of Liberal Arts, University of Phayao for allowing me access to the classroom in order to collect data. Lastly, the researchers are grateful to the Thai EFL students who participated in this study. Funding: This research project is funded by Unit of Exellence (UoE), University of Phayao, Thailand. Competing Interests: The authors declare that they have no conflict of interests. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. Ethical: This study follows all ethical practices during writing. Contents 1. Introduction .................................................................................................................................................................................... 227 2. Literature Review .......................................................................................................................................................................... 227 3. Method ............................................................................................................................................................................................. 228 4. Results .............................................................................................................................................................................................. 229 5. Discussion.

FAQs

What was the study investigating about peer scaffolding?

The study investigated the kinds of peer scaffolding behaviors that occurred during EFL writing activities across three steps of the writing process.

How were participants grouped in the study?

Ten English major students were grouped into five expert and five novice EFL learners using writing rubric scores from paragraphs they wrote before the study.

What did the microgenetic analysis show about the frequency of behaviors?

Questioning ranked first in total frequency among peer scaffolding behaviors used by learners, while greeting was not applied in their writing activities overall.

Oct 15, 2026

Uploaded by Aran