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

Keywords: Collective peer scaffolding, self-revision, L2 learners’ writing progress, feedback, EFL paragraph writing.

Abstract

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.

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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Published
30-06-2019
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. https://doi.org/10.6018/ijes.331771
Section
Articles