Scaffolding as a teaching method to enhance EFL learners' writing skills

Abstract

The purpose of this research is to explore scaffolding as a method for improving writing skills in English as a foreign language (EFL) student. Interest in the topic stems from the difficulties students face in developing their ideas and producing texts du e to a lack of teacher support. The research method used followed a qualitative approach with a phenomenological research design, using open-ended interviews with five English teachers experienced in using scaffolding in writing. The results show that this method is very useful in the writing process, as the gradual support allows students to write coherently and with correct grammar. The teaching method also increases motivation to write, relieves anxiety, and supports students' independent learning. Participants describe barriers to using scaffolding in classrooms; for example, time constraints, and large classrooms. However, teachers explain that group work, guided practice, and collaborative feedback are effective strategies for improving the teaching of this skill, since students with greater English proficiency act as facilitators in the learning of their peers by helping them develop their writing. The research maintains that, despite the limitations, teachers stated that scaffolding is a teaching strategy that supports and improves students' writing, since the activities developed are tailored to the level of each learner and are carried out in stages, from the simplest to the most complex, until the skill becomes independent.