Jul 2026· Theory and Practice in Language Studies· Vol 16, pp. 2209-2220· 0 citations
Abstract
Guided by Sociocultural Theory, this study explores micro-level peer scaffolding strategies used by symmetrical EFL university students across pre-, while-, and post-writing stages. Using a mixed-methods design, data from audio recordings, interviews, and questionnaires (N=150) were analyzed via an expanded coding framework. Results show scaffolding is stage-sensitive: conceptual strategies (e.g., Questioning–Clarifying) dominated pre-writing; strategic moves (e.g., Stating–Modeling) guided drafting; and evaluative strategies (e.g., Suggesting–Rewording) supported revision. Affective scaffolding, though less frequent, underpinned a collaborative climate. A key finding was the gap between observed frequent questioning and learners' lower self-reported use, suggesting culturally mediated implicit mediation. The study offers a stage-based scaffolding model, demonstrating how reciprocal peer dialogue within a shared ZPD transforms writing from an individual task into a co-constructed process, with implications for fostering autonomy and competence in collaborative EFL writing instruction.
While scaffolding has long been widely recognized as central to learning from a sociocultural perspective, prior studies have largely focused on identifying its characteristics or interactional strategies, leaving its interactional processes underexplored. This study adopts a conversation‐analysis (CA)‐informed socio...
Qin Yin, Ci-Ting Li· International Journal of App...· 0 citations
Grounded in Sociocultural Theory (SCT), this mixed-method study investigates the underexplored emotional and motivational dimensions of peer scaffolding in academic writing among Vietnamese EFL university students. Addressing the dominance of cognitively oriented research, the study examines learners’ perceptions and e...
N. P. B. Khôi, Phan Duy Khoi, L. Ha et al.· Theory and Practice in Langu...· 0 citations
Oral corrective feedback (OCF) is widely recognised as a key pedagogical mechanism in the development of second language speaking proficiency; however, existing research has largely examined OCF in controlled settings or focused on isolated feedback types, offering limited insight into how feedback is interpreted, nego...
Rong Zhu, M. Mokhtar· Asian-Pacific Journal of Sec...· 0 citations
This study explores how social constructivism influences academic writing through scaffolding, peer comments, and peer evaluation. Grounded in Lev Vygotsky’s Social Constructivism Theory (1978), the study examines the relationship between scaffold, Zone of Proximal Development (ZPD), and More Knowledgeable Other (MKO)...
Zarina Razlan, Noor Hanim Rahmat, M. Karis· International journal of res...· 0 citations
Lexical acquisition continues to pose a recurring obstacle for Indonesian EFL learners, largely owing to the scarcity of authentic English exposure beyond the classroom setting. Although peer interaction has been widely regarded as a pedagogically viable alternative, relatively few studies have examined how learners pe...
This study examined the group mediation and regulation of online A2-level English learners during synchronous speaking tasks without teacher assistance. Based on Vygotsky’s Sociocultural Theory, this study examined technology-mediated interaction and student agency among 15 pre-intermediate adult students at a Mexican...
