The Impact of Peer Scaffolding through Process Approach on EFL Learners’ Academic Writing Fluency

Abstract

This paper aimed to examine the impact of peer scaffolding through process approach on writing fluency of EFL learners.To this end, a Nelson Proficiency Test was administered to 49 EFL learners studying at University of Guilan, based on which 40 homogenous learners at an intermediate level comprised the research sample.Afterwards, the participants were randomly divided into a control group of 20 students, and an experimental group comprising 10 dyads.The control group wrote argumentative essays based on product approach to writing and those in the experimental group practiced essay writing through process approach while a competent writer provided scaffolding to a less competent one.The essays produced in pre-and posttest were analyzed in terms of writing fluency.Using SPSS 16, the results of One-way ANOVA at the alpha level of .05revealed that in spite of having improvement in some aspects of their writing fluency such as words per minute, average words and T-units, learners in the experimental group did not outperform those in the control group.However, one-way Repeated Measures ANOVA illustrated that both competent and less competent writers in the experimental group have improved in their writing fluency.The study may have implications for improving EFL learners' fluency in writing.

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