Content area
Abstract-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.
Details
Sampling;
Language Usage;
Academic Language;
Language Skills;
Influence of Technology;
Distance Education;
Active Learning;
Academic Achievement;
Language Acquisition;
English (Second Language);
Cooperative Learning;
Interpersonal Competence;
Evidence;
Essays;
Paragraph Composition;
Novices;
Collaborative Writing;
Participant Observation;
Evaluative Thinking;
English Learners;
Process Approach (Writing);
Learner Engagement;
Educational Strategies;
Grammar
Teaching methods;
Collaboration;
Investigations;
College students;
Student attitudes;
Student writing;
Academic writing;
English as a second language learning;
English as a second language;
Writing instruction;
Second language writing;
Cooperative learning;
Scaffolding;
English proficiency;
Essays;
Critical thinking;
Education;
Peers;
Writing;
Competence;
Internet;
Sampling
1 Department of English, School of Liberal Arts, University of Phayao, Phayao, Thailand