Peer Scaffolding Behaviors in English as a Foreign Language Writing Classroom

Autor/inn/en	Chairinkam, Jittiporn; Yawiloeng, Rattana
Titel	Peer Scaffolding Behaviors in English as a Foreign Language Writing Classroom
Quelle	In: Asian Journal of Education and Training, 7 (2021) 4, S.226-234 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chairinkam, Jittiporn) ORCID (Yawiloeng, Rattana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2519-5387
Schlagwörter	Peer Teaching; Scaffolding (Teaching Technique); Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Writing Instruction; Writing Processes; Majors (Students); Scoring Rubrics; Lesson Plans; Prewriting; Undergraduate Students; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Scoring formulas; Auswertungsbogen; Lesson planning; Unterrichtsplanung; Ausland
Abstract	This study aimed to investigate the kinds of peer scaffolding behaviors occurring during English as a Foreign Language (EFL) writing activities through three steps of writing process. The participants comprised ten English major students in writing classroom in University of Phayao selected by purposive sampling. They were classified into five expert EFL learners and five novice EFL learners according to their scores of the written paragraph they wrote before participating in the study by using writing rubric. The instruments consisted of five lesson plans through writing process and an observation form. The results analyzed by Microgenetic Analysis revealed that questioning ranked first by the total frequency of peer scaffolding all learners used, but they never applied greeting to their writing activities. However, ten learners applied various types of peer scaffolding to pre-writing activity while they hardly utilized peer scaffolding in post-writing activity. Noteworthy that both expert and novice learners were able to be scaffolders for their peers by supplementing each other's knowledge and skills because they may be expert writers in different areas, consequently they were able to produce written works by themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01