L1 and L2 Peer-scaffolding Techniques Affecting on EFL Learners' Writing Skill: Link to Cognitive Learning Theory

Subject Areas : Journal of Teaching English Language Studies

Mousa Ghonchepour ¹ , Azar Bagheri Masoudzade ² , Akram Shekarian Behzadi ³

1 - Assistant Professor of Linguistics, Department of Persian Language and Literature, Farhangian University, Tehran, Iran
2 - Assistant Professor of TEFL, Department of English Language, Kerman Branch, Farhangian University, Kerman, Iran
3 - Assistant Professor of Linguistics, Department of English Language, Kerman Branch, Farhangian University, Kerman, Iran

Received: 2024-08-04 Accepted : 2024-09-05 Published : 2024-01-07

Keywords: Cognitive Theory, Scaffolding, Peer Scaffolding, Writing Skill, First language, Second Language,

Abstract :

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. The findings have some implications for EFL teacher education researchers, policy makers, curriculum developers, and teachers.

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