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Scaffolding Effects on Writing Acquisition Skills in EFL Context

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Title: Scaffolding Effects on Writing Acquisition Skills in EFL Context
Language: English
Authors: Hasan, Moin (ORCID 0000-0003-1149-351X), Karim, Mohammad Rezaul (ORCID 0000-0002-8178-8260)
Source: Arab World English Journal. Dec 2019 10(4):288-298.
Availability: Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Writing Skills, English (Second Language), Second Language Learning, Scaffolding (Teaching Technique), Thinking Skills, Teaching Methods, Nonverbal Communication, Verbal Communication, College Faculty, Conventional Instruction, Academic Language
ISSN: 2229-9327
Abstract: This paper is aimed to examine the effects of scaffolding on the development of higher-order thinking skills as evidenced in the academic writing of undergraduates at tertiary levels in the university education system. A lot of empirical research so far has examined the applicability of scaffolding in acquiring writing skills; however, few of them have studied the motivational aspect of scaffolding and its impact on the acquisition of writing skills of English as foreign language (EFL) learners. This study argues both motivational and demotivational factors with respect to scaffolding. During this study, the learner's Zone of Proximal Development (ZPD) in accordance with Vygotsky's principles shall also be studied to determine whether the learners in the process of writing are following teacher's implicit instructions and teachers are dealing appropriately with the deployment of scaffolding techniques. References shall be drawn from the findings of Nunan (1991) who felt a positive feedback functions as an incentive to students and fairly motivates them and those of Ellis (2008; 2010; 2012; 2013) who apprehended that a negative feedback may be "potentially dangerous" to students and can damage their receptivity to learning. The findings of the study bear evidence of how the teachers, as well as the learners, follow similar patterns in understanding the scaffolding technique in the acquisition of writing skills.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1271721
Database: ERIC
FullText Text:
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  Data: Scaffolding Effects on Writing Acquisition Skills in EFL Context
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  Data: <searchLink fieldCode="AR" term="%22Hasan%2C+Moin%22">Hasan, Moin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1149-351X">0000-0003-1149-351X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karim%2C+Mohammad+Rezaul%22">Karim, Mohammad Rezaul</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8178-8260">0000-0002-8178-8260</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Arab+World+English+Journal%22"><i>Arab World English Journal</i></searchLink>. Dec 2019 10(4):288-298.
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  Data: Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
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  Data: Y
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  Data: 11
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  Data: 2019
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink>
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  Data: 2229-9327
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  Data: This paper is aimed to examine the effects of scaffolding on the development of higher-order thinking skills as evidenced in the academic writing of undergraduates at tertiary levels in the university education system. A lot of empirical research so far has examined the applicability of scaffolding in acquiring writing skills; however, few of them have studied the motivational aspect of scaffolding and its impact on the acquisition of writing skills of English as foreign language (EFL) learners. This study argues both motivational and demotivational factors with respect to scaffolding. During this study, the learner's Zone of Proximal Development (ZPD) in accordance with Vygotsky's principles shall also be studied to determine whether the learners in the process of writing are following teacher's implicit instructions and teachers are dealing appropriately with the deployment of scaffolding techniques. References shall be drawn from the findings of Nunan (1991) who felt a positive feedback functions as an incentive to students and fairly motivates them and those of Ellis (2008; 2010; 2012; 2013) who apprehended that a negative feedback may be "potentially dangerous" to students and can damage their receptivity to learning. The findings of the study bear evidence of how the teachers, as well as the learners, follow similar patterns in understanding the scaffolding technique in the acquisition of writing skills.
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  Data: EJ1271721
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        StartPage: 288
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      – SubjectFull: Writing Skills
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Scaffolding (Teaching Technique)
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Nonverbal Communication
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