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


  • Alireza Memari Hanjani Department of English Language, College of Humanities, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
Keywords: Collective peer scaffolding, self-revision, L2 learners’ writing progress, feedback, EFL paragraph writing.


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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Author Biography

Alireza Memari Hanjani, Department of English Language, College of Humanities, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran

Alireza Memari Hanjani is a TESOL lecturer at Islamic Azad University, Islamshahr Branch in Iran. He is a PhD graduate of the University of Exeter and has taught a wide range of English courses to non-native learners in Iran and the UK for more than 15 years. His research interests include cooperative and collaborative learning, peer collaboration, student-centred pedagogy, autonomous learning, feedback and error correction in writing, and peer evaluation. He is currently doing some research in these areas.


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How to Cite
Memari Hanjani, A. (2019). Collective peer scaffolding, self-revision, and writing progress of novice EFL learners . International Journal of English Studies, 19(1), 41–57.