Publication: Collective peer scaffolding, self-revision, and writing progress of novice EFL learners
Authors
Memari Hanjani, Alireza
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Publisher
Servicio de Publicaciones, Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
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.
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Este Ătem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/