Year: 2014
Type: conference-paper
Abstract: Viewing language learning as dialogic phenomenon, Sociocultural Theory (SCT) proposes that language use and the relevant cognitive processes need to be examined within a social context (Kublin et al., 1998)). Through scaffolding, a social construct which is interrelated to ZPD (Zone of Proximal Development), in a classroom teachers as well as non-novice learners can help novice individuals to internalize language dialogically or to perform a task/skill independently. Moreover, to achieve learning, language learners use specific strategies. The purpose of this study was to investigate how scaffolding can improve L2 learners’ writing strategy application and hence their writing quality with the help of their peers and with total or random mediation from their instructors. Thirty EFL writing learners including both male and female learners were selected. While their writing quality was pre-tested individually, their performance was recorded to elicit strategy application. A microgenetic methodology within an experimental design was adopted to describe the detailed analysis of sequence of both peer-peer and tutor-learner writing task interaction. The research was designed experimentally to clarify self-regulation and writing improvement within the participants. The results of posttest writing task and the analysis of strategy application records during the treatment and in the posttest revealed that the participants with peers’ and tutor's non-random scaffolding made remarkable progress in both writing quality and strategy application.
Authors: Zohreh G. Shooshtari, Farzaneh Mir
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2052445960