Scaffolding Students’ Descriptive Writing Skills in EFL Context: A Pedagogical Approach

Abstract

In language learning, several strategies help learners acquire and develop their language skills, but not much attention has been given to understand the role of scaffolding in acquisition of language skills, particularly writing skills in EFL situation. This study attempted to identify such proactive steps that should be taken and strategies to be developed to meet the challenges faced by students in English Writing Course of Preparatory year program at Prince Sattam bin Abdulaziz University, Saudi Arabia. The objective of the study was to examine how scaffolding strategies can enhance the descriptive writing skills of EFL students and help them achieve the desired learning outcomes. In this explanatory sequential mixed-methods research study, a quasi-experimental approach was used to determine the effect of scaffolding strategies on learner’s writing performance. The data for the qualitative phase was collected through classroom observation, while the quantitative phase used a pretest and a posttest. The sample, identified through convenience sampling technique, comprised 40 participants, divided equally into two groups of 20 students each, control and experimental. The findings suggested that the scaffolding strategies are helpful in improving the writing performance of all students, but these strategies specifically generate better results for under achievers. Further studies in different classroom and social contexts are required to provide more evidence of the efficacy and practicality of such scaffolding strategies.