Supporting Low-Proficiency L2 Learners Through Scaffolded Peer Feedback on L2 Writing Tasks

Abstract

In the context of post-pandemic higher education, this chapter constructs a language instructional model that has the potential to enhance teaching and learning experiences by building on the strengths of learners' engagement, interaction, and educators' feedback which are primarily compromised during the pandemic when instruction shifted remotely online. The chapter discusses the potential benefits of scaffolded peer feedback, as an L2 teaching strategy, for low-proficiency students, particularly on how they can improve their writing by giving and receiving peer feedback. Its discourse will be anchored on an empirical study that is framed under Vygotsky's sociocultural theory.