The Effect of Scaffolding through Structuring and Problematizing on EFL Learner's Writing Self-regulatory Skills, Essay Writing Skill and Global Planning Time

This study scrutinized the effect of structuring and problematizing scaffolding mechanisms and the possible moderating effect of the proficiency level on writing self-regulatory skills, essay writing ability, and global planning time among one hundred and twenty pre-intermediate and one hundred and twenty advanced Iranian English learners. Using two-way ANCOVA tests and taking the pre-test scores as covariates, the researchers compared the pretest and post-test results of the participants’ performance on a writing test and a writing self-regulation questionnaire. They also compared the time the participants spent planning the content and organization in the two administrations of the writing test. The results revealed that scaffolding mechanisms led to significant improvements in self-regulatory and writing skills. In addition, scaffolding mechanisms significantly increased the time the participants spent on global planning. On the whole, according to the results, scaffolding mechanisms have best effect when offered simultaneously. Besides, no significant moderating effect was detected for the proficiency level.