The Effectiveness of Scaffolding as a Teaching Strategy in Enhancing English Language Learners’ Motivation in Writing: A Case Study

Abstract

In light of Vygotsky’s sociocultural theory, which entails scaffolding instruction as a teaching strategy and employs a task-based approach as a method, this study tests the effectiveness of scaffolding instruction in enhancing writing motivation for 25 English-language learners. The participants in this study were of the same age and similar educational backgrounds. The learners were given a questionnaire to determine their main struggles in writing, then assigned three tasks based on directed writing, to be completed in pairs under the instructor’s supervision and guidance, and finally asked to reflect on their experiences. Most of the participants found asymmetrical and symmetrical scaffolding strategies supportive toward accomplishing the assigned tasks. Nearly all of them reported a positive attitude towards the scaffolded tasks with a focus on meaning, which increased their active engagement and motivation. The results also reveal the importance of the collaborative formative assessment in maximizing learning opportunities