Scaffolding in genre-based L2 writing classes
Vietnamese EFL teachers’ beliefs and practices
Bibliographic Data
| ID | 7155459 |
|---|---|
| Authors | Loc Tan Nguyen (0000-0002-4126-3128, University of Economics Ho Chi Minh City (UEH) , Ho Chi Minh City , Vietnam, corresponding author), 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) |
| Year | 2025 |
| Volume | 63 |
| Issue | 2 |
| Pages | 1275-1293 |
| Publication date | 2025-06-26 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | IRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0019-042X • E-ISSN: 1613-4141 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/iral-2023-0125 |
| OpenAlex | W4391316168 |
| Language | EN |
| References cited | 37 |
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
Sociocultural Theory and the Pedagogical Imperative in L2 Education
Implication of Research on Teacher Belief
Conceptualizing Teacher Professional Learning
A Review of Empirical Literature on Inquiry Professional Development
Scaffolding in Teacher–Student Interaction
An Introduction to Functional Grammar
Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction
High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus
Elaborating a model of teacher professional growth
The impact of in-service teacher education on language teachers’ beliefs
Exploring tensions between teachers’ grammar teaching beliefs and practices
Effects of a professional development program on teachers’ oral corrective feedback practices
The impact of a professional development program on EFL teachers’ beliefs about corrective feedback
Genre-based pedagogies
Genre pedagogy
EFL Writers' Reconstruction of Writing Beliefs in a Functional Linguistics-Based Curriculum
| Citation velocity | historical |
|---|---|
| Highly cited | No |