Micro-Level Peer Scaffolding in Academic Essay Writing Among Symmetrical Vietnamese EFL Learners

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.