The Effect of Scaffolding Technique in Journal Writing among the Second Language Learners

Veerappan, Veeramuthu; Suan, Wei Hui; Sulaiman, Tajularipin

doi:10.4304/jltr.2.4.934-940

Cited by 16 publications

(8 citation statements)

References 5 publications

(1 reference statement)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Besides, the results corroborate the findings of the previous studies reporting the effectiveness of scaffolds in improving language learning with regard to other skills (e.g. writing skill, Cho & Schunn, 2007;Veerappan, et al, 2011). The results also add to the existing literature through demonstrating the efficacy of scaffolds in promoting oral skills which was a novel issue.…”

Section: Discussionsupporting

confidence: 87%

The Impact of Cognitive Scaffolding on Iranian EFL Learners’ Speaking Skill

Razaghi¹,

Bagheri²,

Yamini³

2019

INT J INSTRUCTION

View full text Add to dashboard Cite

Taking into account the three key features of scaffolding, namely, contingency, fading and the transfer of responsibility, the present study investigated the role of cognitive scaffolding in speaking and its components (i.e. grammar, vocabulary, pronunciation, discourse management, interactive communication). Moreover, the possible moderating effect of learners' proficiency level was examined. Four groups of 30 female Iranian learners of English in a language school participated in this study, two of which were chosen from upper-intermediate learners, while the other two groups included learners studying at pre-intermediate levels. The results of the two-way ANCOVA tests indicated that cognitive scaffolding could foster speaking skill and its components. Besides, it was found that learners' level of proficiency did not mediate the impact of scaffolding on the studied dependent variables. Therefore, both upper-intermediate and pre-intermediate learners equally benefited from cognitive scaffolds. The study offers a number of pedagogical implications which are discussed.

show abstract

Section: Discussionsupporting

confidence: 87%

The Impact of Cognitive Scaffolding on Iranian EFL Learners’ Speaking Skill

Razaghi¹,

Bagheri²,

Yamini³

2019

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…The results of the study show that (1) the teachers employed various scaffolding strategies to improve students' English literacy, (2) scaffolding improves not only students' writing quality but also students' attitude and interests in writing, and (3) scaffolding contributes to students' writing competency. Second, Veerapan et al, (2011) carried out a study entitled "The Effect of Scaffolding Technique in Journal Writing among the Second Language Learners." The purpose of the study was to know how second language learners acquire the use of English language through journal writing.…”

Section: Introductionmentioning

confidence: 99%

Scaffolding in Teaching Writing

Ikawati¹

2020

AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal)

View full text Add to dashboard Cite

As one of the prominent skills in English language learning, mastering writing is a must for students at various educational levels, yet many of them sometimes have difficulties in generating ideas, using grammar and vocabularies and maintaining unified ideas in their writing. Considering the problems faced by the students and practices needed by students to improve their writing skills, the teachers can use scaffolding strategy derived from Vygostky's ZPD theory. It is believed that students can complete the difficult task that is a bit higher than their ability through guidance from more expert others. The purpose of the study was to figure out how scaffolding can be used to improve students' writing skills. The results of the study show that scaffolding can be used as teacher's strategy to improve students' writing skills by integrating the writing process in the genre-based approach representing the scaffolding. It shows how the teacher gradually removes his assistance as soon as students have the experience for completing the task. Through scaffolding, students will learn how to experience the strategy, rather than merely to complete the task and it leads them to be autonomous and successful writers.

show abstract

“…Many researches have been conducted to investigate the effect of scaffolding to students' writing ability, and the researches revealed that scaffolding has significant effects on students' writing ability. Despite many researches had been conducted on scaffolding, most of them were carried out for adult students or post elementary levels [8], [9], [10], [11]. Research to analyze the effectiveness of scaffolding to young children has not been much conducted yet, and therefore need to be further investigated.…”

Section: Introductionmentioning

confidence: 99%

Using Scaffolding Strategies in Teaching Writing For Improving Student Literacy in Primary School

Padmadewi¹,

Artini²

2019

Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018)

View full text Add to dashboard Cite

Writing skill in English is considered to be a difficult skill for most students especially for elementary school students. The results of observations on 10 elementary schools in Bali confirmed the phenomenon that writing is a difficult skill for the students. For that reason a strategy is needed in order to solve the problem. The purpose of the study was to analyze the implementation of scaffolding activities in teaching writing for improving the English literacy of elementary school students. The study was conducted at North Bali Bilingual School Singaraja. The Design of the study was using embedded mixed method which was mainly in the form of qualitative study but supported with quantitative data analysis. The subjects were three teachers and involving 21 students of grade 5. The data were analyzed qualitatively as well as quantitatively. To maintain the trustworthiness of the results, the data were triangulated in terms of several aspects such as in terms of time, persons and also in terms of the techniques of data collection. The results of the study showed that the teachers used several scaffolding strategies which included process based writing techniques, sight word exercises, and problem solving based learning instructions provided with reading response journal. The use of scaffolding strategies reveals clear improvements not only in terms of the writing quality but also students' attitude and interests. The results implied that the quality of the scaffolding has beneficial contribution to students' writing competency.

show abstract

The Effect of Scaffolding Technique in Journal Writing among the Second Language Learners

Cited by 16 publications

References 5 publications

The Impact of Cognitive Scaffolding on Iranian EFL Learners’ Speaking Skill

The Impact of Cognitive Scaffolding on Iranian EFL Learners’ Speaking Skill

Scaffolding in Teaching Writing

Using Scaffolding Strategies in Teaching Writing For Improving Student Literacy in Primary School

Contact Info

Product

Resources

About