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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. 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The  \nparticipants comprised ten English major students in writing classroom in University of Phayao  \nselected by purposive sampling. They were classified into five expert EFL learners and five novice  \nEFL learners according to their scores ofthe written paragraph they wrote before participating in  \nthe study by using writing rubric. The instruments consisted of five lesson plans through writing  \nprocess and an observation form. The results analyzed by Microgenetic Analysis revealed that  \nquestioning ranked first by the total frequency of peer scaffolding all learners used, but they never  \napplied greeting to their writing activities. However, ten learners applied various types of peer  \nscaffolding to pre-writing activity while they hardly utilized peer scaffolding in post-writing  \nactivity. Noteworthy that both expert and novice learners were able to be scaffolders for their  \npeers by supplementing each other’s knowledge and skills because they may be expert writers in  \ndifferent areas, consequently they were able to produce written works by themselves.  \nKeywords: Peer scaffolding, Sociocultural theory, Writing process activities, Expert and novice writers, EFL writing, Microgenetic analysis.  \nCitation | 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:  \nReceived: 5 August 2021  \nRevised: 3 September 2021  \nAccepted: 23 September 2021  \nPublished: 18 October 2021  \nLicensed: This work is licensed under a Creative Commons Attribution 3.0 License   \nPublisher: Asian Online Journal Publishing Group  \nAcknowledgement: 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.  \nFunding: This research project is funded by Unit of Exellence (UoE), University of Phayao, Thailand.  \nCompeting Interests: The authors declare that they have no conflict of interests.  \nTransparency: 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.  \nEthical: This study follows all ethical practices during writing.  \nContents  \n1. Introduction .................................................................................................................................................................................... 227  \n2. Literature Review .......................................................................................................................................................................... 227  \n3. Method ............................................................................................................................................................................................. 228  \n4. Results .............................................................................................................................................................................................. 229  \n5. Discussion.","cbCaikPsmPNI5IUK","https://ap.wps.com/l/cbCaikPsmPNI5IUK","pdf",342833,"English","# Introduction\n# Literature Review\n# Method\n# Results\n# Discussion\n# Suggestions","[{\"question\":\"What was the study investigating about peer scaffolding?\",\"answer\":\"The study investigated the kinds of peer scaffolding behaviors that occurred during EFL writing activities across three steps of the writing process.\"},{\"question\":\"How were participants grouped in the study?\",\"answer\":\"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.\"},{\"question\":\"What did the microgenetic analysis show about the frequency of behaviors?\",\"answer\":\"Questioning ranked first in total frequency among peer scaffolding behaviors used by learners, while greeting was not applied in their writing activities overall.\"}]","Peer Scaffolding Behaviors in an English as a Foreign Language Writing Classroom | PDF",1792076464,23]