Teacher vs peer scaffolding modes in L2 writing classes: A consideration of genre approach to writing
DOI:
https://doi.org/10.25170/ijelt.v7i2.1535Keywords:
genres approach, scaffolding, Sociocultural Theory (SCT), Zone of Proximal Development (ZPD), teacher and peer mediators, writingAbstract
While it is not a long time that scaffolding is applied in writing classes, few attempts have been made to identify the scaffolding mechanisms that teachers and peers employ in face-to-face interactions to help students develop requirements of different genres of writing. Therefore, this study was conducted aiming at investigating the scaffolding behaviors and mechanisms that the teacher and peers employed while revising two genres of writing, i.e. description and essay, written by the students of two classes who were assigned to teacher and peer scaffolding. Vygotsky's Socio-cultural framework and its related notion of scaffolding metaphor were used in this study. To identify the scaffolding behaviors, the verbal interaction between the students and the teacher and peer mediators was recorded, transcribed and coded, using Lidz's scale (1991). Based on the findings of the study, the difference between the teacher's and peers' scaffolding behaviors in the two genres of writing was significant, illustrating the fact that not only the teacher and peer mediators offered different numbers of scaffolding behaviors, but also the type of these behaviors was at times different from a particular genre of writing to another. Finally, some pedagogical implications of Socio-cultural Theory in EFL/ESL writing classes are provided.
References
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Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.
Bliss, J. & Askew, M. (2006). Effective teaching and learning: Scaffolding revisited. Oxford Review of Education, 22(1), 37-61.
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Cotteral, S., & Cohen, R. (2003). Scaffolding for second language writers: Producing an academic essay. ELT Journal, 57(2), 158-166.
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Conner. U., & Asenavage. K. (1994). Peer response groups in ESL writing classes: How much impact on revision? Journal of Second Language Writing, 3(3), 257-276.
DiPardo, M., & Freedman, S. W. (1987). Historical overview: Groups in the writing classroom. (Report No 4). Berkeley: Center for the study of writing.
Emilia, E. (2005). A Critical genre-based approach to teaching academic writing in a tertiary EFL context in indonesia. Paper presented in the 1st International Seminar on Literacy Education in Developing Countries. Semarang, 29-30 September 2005.
Felton, M.K., & Herko, S. (2004). From dialogue to two-sided argument: Scaffolding adolescents' persuasive writing. International Reading Association, 47(8), 672-683.
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Gillies, M., & Boyle, M. (2005). Teachers’ scaffolding behaviors during cooperative learning. Asia-pacific Journal of Teacher Education, 33(3), 243-256.
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Guerrero, M.G.M., & Villamil O.S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal, 84, 51-68.
Jakeman, V., & McDowell, C. (2003). Insight into ITELTS extra. Cambridge U.K.: Cambridge University Press.
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Kurnia, A.D. (2009). Instructional scaffolding in teaching descriptive Writing. Unpublished thesis: UPI.
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Lantolf, J. P. (2000). Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
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Lidz, C.S. (1991). Practitioner’s guide to dynamic assessment. New York: Guilford.
Lin, B. (2006). Vygotskian principles in a genre-based approach to teaching writing. NUCBJLCC, 8(3), 69-83.
Mantero, M. (2002). Scaffolding revisited: Sociocultural theory within the foreign language classroom. (ERIC Document Reproduction Service No 459623).
Mendonça, C., & Jonson, K. (1994) Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28, 745-769.
Muncie, J. (2002). Finding a place for grammar in EFL composition classes. EFL Journal, 56,180-186.
Myhill, D., & Warren, P. (2005). Scaffolds or straightjackets? Critical moments in classroom discourse. Educational Review, 57(1), 55- 69.
Nelson, G. L., & Murphy, J. M. (1992). An L2 writing group: Task and social dimensions. Journal of Second Language Writing, 1(3), 171-19.
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Rezaei, M. (2012). Mediated Learning Experience: Teacher vs. peer scaffolding modes in L2 writing classes. Iranian EFL Journal, 8 (1), 71-96.
Rezaei, M. (2009). Teacher and Peer Scaffolding Behaviors in L2 Writing Classes. (MA Thesis). University of Mazandaran.
Sahanaya, W., Lindeck, J., & Stewart, R. (1999). IELTS preparation and practice. Oxford University Press.
Stanley. J. (1992). Coaching student writers to be effective peer evaluators. Journal of Second Language Writing, 1(3), 217-233.
Schwieter, W.J. (2010). Developing second language writing through scaffolding in the ZPD: A magazine project for an authentic audience. Journal of College Teaching & Learning, 7(10), 31-45.
Tremmel, R. (1990). Going back and paying attention: Solving the problem of the writing process. Journal of Teaching Writing, 9, 71-83.
Tudge, J.R.H. (1999). Processes and consequences of peer collaboration: A Vygotskian analysis. In P. Lloyd and C. Fernyhough (Eds.), Lev Vygotsky, Critical assessments, (pp.195-221). Rutledge: London & New York.
Villamil, O. S., & Guerrero. M. C. M. (1996). Peer revision in L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behavior. Journal of Second Language Writing, 5(1), 51-75.
Villamil, O. S., & Guerrero. M. C. M. (1998). Assessing the impact of peer revision on L2 writing. Applied Linguistics, 19(4), 491-514.
Vygotsky, L.S. (1978) Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. The International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.
Wood, D.J., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry and Allied Disciplines, 17(2), 89-100.
Yee, S.L.C.Y. (2011). A Review of Vygotsky: Understanding thought and language and mind in society, Retrieved from http://vislab.cs.vt.edu/~quek/Classes/Aware+EmbodiedInteraction/B ookReviews/ChuSharon_Vygotsky%20and%20HCI.pdf. Retrieved on June 7, 2011.
Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.
Bliss, J. & Askew, M. (2006). Effective teaching and learning: Scaffolding revisited. Oxford Review of Education, 22(1), 37-61.
Bruner, J. (1983) Child's talk: learning to use language. Oxford: Oxford University Press.
Chaudron, C. (1984). Effects of feedback on revision. RELC Journal, 15, 1– 14.
Clark, K. F., & Graves, M. F. (2004). Scaffolding students’ comprehension of text. The Reading Teacher, 58, 570-580.
Cotteral, S., & Cohen, R. (2003). Scaffolding for second language writers: Producing an academic essay. ELT Journal, 57(2), 158-166.
Donato, R. (1994). Collective Scaffolding in second language learning. In J.P. Lantolf & G. Apple (Eds.), Vygotskian Approaches to Second Language Research, 33-56. Norwood, NJ: Albex.
Conner. U., & Asenavage. K. (1994). Peer response groups in ESL writing classes: How much impact on revision? Journal of Second Language Writing, 3(3), 257-276.
DiPardo, M., & Freedman, S. W. (1987). Historical overview: Groups in the writing classroom. (Report No 4). Berkeley: Center for the study of writing.
Emilia, E. (2005). A Critical genre-based approach to teaching academic writing in a tertiary EFL context in indonesia. Paper presented in the 1st International Seminar on Literacy Education in Developing Countries. Semarang, 29-30 September 2005.
Felton, M.K., & Herko, S. (2004). From dialogue to two-sided argument: Scaffolding adolescents' persuasive writing. International Reading Association, 47(8), 672-683.
Feuerstein, R. (1980). Instrumental enrichment. Baltimore: University Park Press.
Firkins, A., Forey, G., & Sengupta, S. A Genre-Based Literacy Pedagogy: Teaching Writing to Low Proficiency EFL Students (2007). English Language Teaching Journal, forthcoming ,Oct. 2007 Retrieved from http://www.twghsksk.edu.hk/hp/english/Firkins_Forey_Sengupt a.pdf. Retrieved on June 7 2011.
Gillies, M., & Boyle, M. (2005). Teachers’ scaffolding behaviors during cooperative learning. Asia-pacific Journal of Teacher Education, 33(3), 243-256.
Graham, S., & Perin, D. (2008). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Washington, DC: Alliance for Excellent Education.
Guerrero, M.G.M., & Villamil O.S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal, 84, 51-68.
Jakeman, V., & McDowell, C. (2003). Insight into ITELTS extra. Cambridge U.K.: Cambridge University Press.
Kim, Y., & Kim, J. (2005). Teaching Korean university writing class: Balancing the process and genre approach. Asian EFL Journal, 7(2), 69-90.
Kurnia, A.D. (2009). Instructional scaffolding in teaching descriptive Writing. Unpublished thesis: UPI.
Laksmi, E.D. (2006). "Scaffolding students' writing in EFL class: Implementing process approach. TEFLIN Journal: Teaching English as A Foreign Language in Indonesia, 17(2), 40-53.
Lantolf, J. P. (2000). Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
Li, C. Y., Chen, I. C., & Yu, G. (2007). Outside-in-inside-out: Novice writer collaboration: A vygotskian perspective. The Proceedings International Conference and Workshop on TEFL and Applied Linguistics (pp. 364-375). Ming Chuan University, March 2007.
Lidz, C.S. (1991). Practitioner’s guide to dynamic assessment. New York: Guilford.
Lin, B. (2006). Vygotskian principles in a genre-based approach to teaching writing. NUCBJLCC, 8(3), 69-83.
Mantero, M. (2002). Scaffolding revisited: Sociocultural theory within the foreign language classroom. (ERIC Document Reproduction Service No 459623).
Mendonça, C., & Jonson, K. (1994) Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28, 745-769.
Muncie, J. (2002). Finding a place for grammar in EFL composition classes. EFL Journal, 56,180-186.
Myhill, D., & Warren, P. (2005). Scaffolds or straightjackets? Critical moments in classroom discourse. Educational Review, 57(1), 55- 69.
Nelson, G. L., & Murphy, J. M. (1992). An L2 writing group: Task and social dimensions. Journal of Second Language Writing, 1(3), 171-19.
Pritchard, R., J., & Honeycutt, J. (2006). Process writing. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 275–290). New York: Guilford.
Pritchard, R. J., & Honeycutt, R. L. (2007). Best practices in implementing a process approach to teaching writing. In S. Graham, C.A. MacArthur, & J. Fitzgerald (Eds.). Best practices in writing instruction (pp. 28-49). New York, NY: Guilford.
Rezaei, M. (2012). Mediated Learning Experience: Teacher vs. peer scaffolding modes in L2 writing classes. Iranian EFL Journal, 8 (1), 71-96.
Rezaei, M. (2009). Teacher and Peer Scaffolding Behaviors in L2 Writing Classes. (MA Thesis). University of Mazandaran.
Sahanaya, W., Lindeck, J., & Stewart, R. (1999). IELTS preparation and practice. Oxford University Press.
Stanley. J. (1992). Coaching student writers to be effective peer evaluators. Journal of Second Language Writing, 1(3), 217-233.
Schwieter, W.J. (2010). Developing second language writing through scaffolding in the ZPD: A magazine project for an authentic audience. Journal of College Teaching & Learning, 7(10), 31-45.
Tremmel, R. (1990). Going back and paying attention: Solving the problem of the writing process. Journal of Teaching Writing, 9, 71-83.
Tudge, J.R.H. (1999). Processes and consequences of peer collaboration: A Vygotskian analysis. In P. Lloyd and C. Fernyhough (Eds.), Lev Vygotsky, Critical assessments, (pp.195-221). Rutledge: London & New York.
Villamil, O. S., & Guerrero. M. C. M. (1996). Peer revision in L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behavior. Journal of Second Language Writing, 5(1), 51-75.
Villamil, O. S., & Guerrero. M. C. M. (1998). Assessing the impact of peer revision on L2 writing. Applied Linguistics, 19(4), 491-514.
Vygotsky, L.S. (1978) Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. The International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.
Wood, D.J., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry and Allied Disciplines, 17(2), 89-100.
Yee, S.L.C.Y. (2011). A Review of Vygotsky: Understanding thought and language and mind in society, Retrieved from http://vislab.cs.vt.edu/~quek/Classes/Aware+EmbodiedInteraction/B ookReviews/ChuSharon_Vygotsky%20and%20HCI.pdf. Retrieved on June 7, 2011.
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2011-10-31
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