Scaffolding Techniques in Teaching Writing to First-Year University Students: An Empirical Study at a University in Hanoi
Journal Title: International Journal of Social Science And Human Research - Year 2024, Vol 7, Issue 09
Abstract
This study explores the application and effectiveness of various scaffolding techniques in improving the writing performance of first-year university students. The research focuses on three key questions: (1) how are scaffolding techniques applied in teaching writing? (2) What impact do these techniques have on students' writing performance? (3) Which scaffolding techniques are most effective in enhancing writing skills? A quantitative research design was employed, collecting data from 114 first-year students through pre-test and post-test assessments, as well as a survey among 12 teachers. The results reveal a significant improvement in post-test scores, demonstrating the overall positive impact of scaffolding techniques. Among the techniques evaluated, Utilizing Template emerged as the most effective, showing a statistically significant impact on students’ writing performance. Other techniques, such as Modelling, Guided Practice, Offering Feedback, and Peer Collaboration, did not show significant effects in this study. These findings suggest that structured guidance through templates is particularly valuable in helping students improve their writing skills, while the impact of other techniques may require a longer timeframe to fully materialize. The study highlights the importance of careful scaffolding technique selection and provides insights for improving writing instruction in academic settings.
Authors and Affiliations
Nguyen Thi Nhung
Keywords
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- EP ID EP746073
- DOI 10.47191/ijsshr/v7-i09-54
- Views 54
- Downloads 0
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