Scaffolding in genre-based L2 writing classes

Vietnamese EFL teachers’ beliefs and practices

Datos Bibliográficos

ID7155459
AutoresLoc Tan Nguyen (0000-0002-4126-3128, University of Economics Ho Chi Minh City (UEH) , Ho Chi Minh City , Vietnam, autor de correspondencia), Hung Phu Bui (0000-0003-3468-4837, University of Economics Ho Chi Minh City (UEH) , Ho Chi Minh City , Vietnam), Xuan Van Ha (0000-0001-7538-0659, Ha Tinh University , Ha Tinh City , Ha Tinh Province , Vietnam)
Año2025
Volumen63
Número2
Páginas1275-1293
Fecha de publicación2025-06-26
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaIRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL)
Identificadores de la revistaISSN: 0019-042X • E-ISSN: 1613-4141
EditorialWalter de Gruyter GmbH (PUBLISHER • DE)
DOI10.1515/iral-2023-0125
OpenAlexW4391316168
IdiomaEN
Referencias citadas37

The facilitative role of scaffolding has been highlighted by research with empirical evidence on learners’ engagement in classroom interaction and their uptake of teacher instruction but the body of empirical research focusing on genre-based pedagogical approaches for Vietnamese learners as second language (L2) writers remains relatively limited. The present study extends this line of enquiry by investigating how five experienced EFL teachers at two Vietnamese colleges apply scaffolding strategies in genre-based L2 writing classes and how teacher professional development workshops shifted the teachers’ beliefs about such an approach to teaching EFL writing. Data were collected from 30 classroom observations (10 before and 20 after the workshops) and five individual semi-structured interviews with the teachers. A content-based approach was adopted for qualitative data analysis. Findings show that the teachers used a much wider range of scaffolding strategies, with questioning and giving feedback being the most frequently-used strategies, in their EFL writing classes compared to those observed before the workshops. The study further shows that there were remarkable changes in the teachers’ beliefs about genre-based L2 writing pedagogy and that they highly valued the potential impact of this approach on learners’ uptake in writing skills. Implications for second language writing pedagogy and teacher professional development will be discussed

Empirical research · English as a foreign language · Linguistics · Mathematics education · Pedagogy · Professional development · Second language · Vietnamese · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching