EFL STUDENTS' PERCEPTIONS OF PEER SCAFFOLDING IN THE THREE STAGES OF ESSAY WRITING

Abstract

This study examines peer scaffolding in the process of writing academic essays by EFL university students in three stages: pre-writing, while-writing, and post-writing. The research employs a mixed-methods approach, with 150 students completing a structured questionnaire and 20 students participating in in-depth interviews. Grounded in Vygotsky’s Sociocultural Theory (SCT) and the concept of the Zone of Proximal Development (ZPD), the findings from the questionnaire suggest that peer scaffolding is perceived as a valuable tool for enhancing academic writing skills. In the pre-writing phase, students highlighted the benefits of peer collaboration for generating idea, clarifying writing prompts, and enhancing vocabulary and grammar. During the while-writing phase, peer support contributed to improving essay structure and vocabulary, although challenges with time management were noted. In the post-writing phase, peer feedback was crucial for refining drafts, correcting language errors, and fostering self-editing. Data from the interviews further support these findings, revealing that students value peer scaffolding not only for its cognitive benefits but also for its emotional and motivational support. This study’s findings provide suggestions related to the roles of peer scaffolding in promoting cognitive, emotional, and social development in EFL students’ academic writing