Scaffolding the dynamic development of novice EAP writers’ genre knowledge through concept mapping
Bibliographic Data
| ID | 22428166 |
|---|---|
| Authors | Pengyun Chang (0000-0003-4895-2812, Chongqing University), Qiyang Mo (0000-0002-8150-095X, Chongqing University, corresponding author), Long Jiang Zhang (0000-0003-1025-1746, University of Auckland) |
| Year | 2026 |
| Pages | 1-23 |
| Publication date | 2026-05-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Innovation in Language Learning and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1750-1229 • E-ISSN: 1750-1237 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17501229.2026.2672693 |
| OpenAlex | W7161298346 |
| Language | EN |
| References cited | 31 |
Purpose In an English for Academic Purposes (EAP) writing course, this study investigates how concept mapping, informed by scaffolding theory and complex dynamic systems theory (CDST), supports EFL university students who are novice EAP writers in developing and enhancing their genre knowledge.Design A mixed-design with repeated measures was implemented with 164 Chinese EFL learners over 17 weeks. The experimental group (n = 89) engaged in iterative concept mapping tasks, while the control group (n = 75) received conventional instruction. Quantitative data included 214 concept maps and four rounds of genre knowledge questionnaires, analysed using generalised estimating equations (GEE). Qualitative data from focus group interviews and reflective journals were examined through thematic analysis and word-cloud analysis.Findings The experimental group achieved significantly greater gains across four dimensions of genre knowledge and exhibited non-linear, dynamic developmental trajectories. Their concept maps also became increasingly coherent, integrative, and indicative of higher-order thinking. Qualitative results highlight concept mapping as an effective scaffolding tool that promotes self-regulation, and motivation.Originality This study advances scaffolding theory through a CDST lens by demonstrating how concept mapping visualises and supports dynamic literacy development in EAP writing. It also offers methodological insights into integrating multimodal, process-oriented tools to examine learners’ evolving genre knowledge.
Action research · Concept map · Dreyfus model of skill acquisition · Knowledge Acquisition · Scaffold · Discourse Analysis in Language Studies · Second Language Acquisition and Learning · Writing and Handwriting Education
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| Citation velocity | historical |
|---|---|
| Highly cited | No |