EFL Students' Perspectives of Peer Scaffolding in Online Collaborative Writing
Bibliographic Data
| ID | 21806084 |
|---|---|
| Authors | Utumporn Saksopin (University of Phayao), Chittima Kaweera (0000-0001-5391-9852, University of Phayao), Rattana Yawiloeng (0000-0002-2472-9643, University of Phayao) |
| Year | 2025 |
| Volume | 15 |
| Issue | 8 |
| Pages | 2515-2526 |
| Publication date | 2025-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theory and Practice in Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1799-2591 • E-ISSN: 2053-0692 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/tpls.1508.08 |
| OpenAlex | W4412841383 |
| Language | EN |
| References cited | 9 |
The purpose of the present study was to explore students’ perspectives on peer scaffolding in online collaborative writing activities. The study involved twenty third-year students enrolled in the Academic Writing course at the University of Phayao. These students were selected through purposive sampling and categorized into advanced, intermediate, and novice learners based on their writing proficiency. The instruments included online collaborative writing lesson plans covering six weeks, with each class lasting four hours. Data were collected from conversations observed and documented during the online collaborative writing activities. The results revealed that the EFL learners utilized various peer scaffolding behaviors throughout the online collaborative writing activities. Thai EFL learners at all proficiency levels were able to act as scaffolded for their peers, sharing their knowledge and skills, as they may have been expert writers in different areas
Collaborative writing · Linguistics · Mathematics education · Programming language · Scaffold · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Philosophy · Psychology
Collaborative writing tasks in the L2 classroom
Collaborative writing
Collaborative Writing on Google Docs
Assessing digital multimodal composing in second language writing
Pair versus individual writing
Student Argumentative Writing Knowledge and Ability at Three Grade Levels
The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks
Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing
Lexical and Syntactic Features of ESL Writing by Students at Different Levels of L2 Proficiency
| Citation velocity | historical |
|---|---|
| Highly cited | No |