l1 and l2 peer-scaffolding techniques affecting on efl learners' writing skill: link to cognitive learning theory مقالة

مؤلف: Ghonchepour، Mousa ؛ Bagheri Masoudzade، Azar ؛

English Language Studies Winter, 2024, Volume 9 - Number 28 التصنيف: C (‎10 صفحة - من 14 إلی 23 )

الکلمات المفتاحية: Writing Skill First Language Second Language scaffolding peer scaffolding Cognitive Theory

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Scaffolding and its relationship to second or foreign language learning has been studied in different aspects of interaction such as teacher-student or student-student interaction, called peer-scaffolding. Peer-scaffolding as its name suggests refers to student-student help and cooperation in a situation that one student is more knowledgeable than the other. The researchers of the present study noticed the empty place of examining the effectiveness of peer scaffolding on language learners' writing skill in the extant literature. With a view to this, the main aim behind this study was to analyze the impact of peer scaffolding in L1 vs. L2 on Iranian EFL learner's writing development. To achieve this aim, out of 55 students who were selected based on available sampling, 44 of them participated in this study. That is to say, a pre-test of writing was administered to the participants at the beginning of the term to examine homogeneity of students. Then, they were randomly assigned in the two experimental groups (22 Ss in each). Posttest of writing in the form of essay writing was performed and scores were obtained and analyzed using SPSS Software. Careful analysis indicated that there was no significant difference between applications of the two languages in peer scaffolding writing. Moreover, there was a significant relationship between peer-scaffolding and student’s writing skill scores and the size of this effect was 94.7% due to 10 sessions of peer scaffolding of writing skill. The findings have some implications for EFL teacher education researchers, policy makers, curriculum developers, and teachers.

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