A Scaffolding Approach for Teaching Writing Process

A Scaffolding Approach for Teaching Writing Process

One of the most complicated skills for learning is writing. Teachers should try to help their learners to improve this skill by different methods. One of the new methods that can be helpful in improving writing process is scaffolding. The purpose of this study was to investigate the effect of the formal instruction of scaffolding writing on developing written performance. Teacher as the researcher of the study chose 40 EFL learnersfrom Islamic Azad University-Tabriz Branch. After assessing the group s homogeneity by using a writing task as a pre-test, the researcher randomly assigned them into two groups. This approach consists of six phases (brainstorming, outlining, rough draft, evaluation, final draft and publishing). The control group received the explanation of writing process and every session they were supposed to write an essay at home and get feedback from the teacher. However, in the experimental, not only the learners got the explanation of writing process but also they received ascaffolding approach. Teacher helped the learners in every stage. Learners wrote their essays in class while they received feedback from teacher and peers at the same time. The results showed that students in the experimental group who received scaffolding writing improved their writing better than students in the control group. As a whole, the result indicates that scaffolding writing is helpful in improving learners writing performance.

One of the most complicated skills for learning is writing. Teachers should try to help their learners to improve this skill by different methods. One of the new methods that can be helpful in improving writing process is scaffolding. The purpose of this study was to investigate the effect of the formal instruction of scaffolding writing on developing written performance. Teacher as the researcher of the study chose 40 EFL learnersfrom Islamic Azad University-Tabriz Branch. After assessing the group s homogeneity by using a writing task as a pre-test, the researcher randomly assigned them into two groups. This approach consists of six phases (brainstorming, outlining, rough draft, evaluation, final draft and publishing). The control group received the explanation of writing process and every session they were supposed to write an essay at home and get feedback from the teacher. However, in the experimental, not only the learners got the explanation of writing process but also they received ascaffolding approach. Teacher helped the learners in every stage. Learners wrote their essays in class while they received feedback from teacher and peers at the same time. The results showed that students in the experimental group who received scaffolding writing improved their writing better than students in the control group. As a whole, the result indicates that scaffolding writing is helpful in improving learners writing performance.