Please use this identifier to cite or link to this item: http://hdl.handle.net/10201/73882

Title: Collective peer scaffolding, self-revision, and writing progress of novice EFL learners
Issue Date: 2019
Publisher: Servicio de Publicaciones, Universidad de Murcia
ISSN: 1989-6131
Related subjects: CDU::8- Lingüística y literatura
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.
Primary author: Memari Hanjani, Alireza
Collection: Vol.19 (1), 2019
URI: http://hdl.handle.net/10201/73882
Document type: info:eu-repo/semantics/article
Number of pages / Extensions: 17
Rights: info:eu-repo/semantics/openAccess
Attribution-NonCommercial-NoDerivatives 4.0 International
Appears in Collections:Vol.19 (1), 2019

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