The Effects of Using Structuring and Problematizing Scaffolds and Reciprocal-Peer Tutoring Approach on Writing Skills of Thai University Students
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Published:
Jun 30, 2021
Keywords:
Scaffolding Reciprocal-Peer Tutoring Structuring and Problematizing Scaffolds Collaborative Writing
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Abstract
The objective of this research is to investigate the effects of Structuring and Problematizing Scaffolds and Reciprocal Peer Tutoring-Integrated Process Writing (SPRint) on writing skills of Thai university students. The participants were 42 university students recruited by the random-cluster sampling. The first 23 were put in the experimental group, and the other 19 students were in the control group. Through the experiment research design, the data were collected from the pretest and the posttest and analyzed by descriptive statistics, paired sample test, and independent t-tests. The results showed that the SPRint significantly enhanced the writing quality. The study revealed that the mean scores of the posttest ( = 5.9, total scores = 10) significantly increased from the pretest ( = 4.7, total scores = 10) at the p-value of 0.035. Classroom collaborative-based activities such as group task-solving in each writing step using both structuring and problematic scaffolds were found helpful for students in organizing their ideas, developing relevant and logical contents, and using correct standard sentence structures at a faster rate. English writing instructors should consider using SPRint to design a writing classroom which promotes the reciprocal peer learning environment.
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How to Cite
มูลทา ส. . . (2021). The Effects of Using Structuring and Problematizing Scaffolds and Reciprocal-Peer Tutoring Approach on Writing Skills of Thai University Students . PAYAP UNIVERSITY JOURNAL, 31(1), 75–89. https://doi.org/10.14456/pyuj.2021.6
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Research Articles
References
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Boonteerarak, P., Jenwachirapong, R., Chantraboon, S., & Thepud, S. (2020). The develolpment of a communicative English training curriculum for counter clerks in convenience retailing stores in Chiang Mai Province. Payap University.
Boonyarattanasoontorn, P. (2017). An investigation of Thai students’ English language writing difficulties and their use of writing strategies. Journal of Advanced Research in Social Sciences and Humanities, 2(2), 111-118.
Bradford-Watts, K. (2011). Students teaching students? Peer teaching in the EFL classroom in Japan. The Language Teacher, 35(5), 31-35.
Chiravate, B. (2011). The role of narrative structure in the acquisition of English tense-aspect morphology by thai learners. Journal of Pan-Pacific Association of Applied Linguistics, 15(2), 27-43.
Ertmer, P. A., & Glazewski, K. D. (2019). Scaffolding in PBL environments: Structuring and problematizing relevant task features. In M. Moallem, W. Hung, & N. Nada Dabbagh (Eds.), The Wiley Handbook of Problem‐Based Learning (pp. 321-342). Hoboken, NJ: John Wiley & Sons.
Falchikov, N. (2001). Learning together: Peer tutoring in higher education. New York, NY: Psychology Press.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
Gupita, M. R., & Suryaman, M. (2019). The effects of reciprocal teaching strategy on writing review text by using short stories. In International Conference on Interdisciplinary Language, Literature and Education (ICILLE 2018) (pp.219-223).
Hiranburana, K. (2017). Use of English in the Thai workplace. Kasetsart Journal of Social Sciences, 38(1), 31-38.
Jafarigohar, M., & Mortazavi, M. (2017). The impact of scaffolding mechanisms on EFL learners’ individual and socially shared metacognition in writing. Reading & Writing Quarterly, 33(3), 211-225. https://doi.org/10.1080/10573569.2016.1154488
Kaur, A., Young, D., & Kirkpatrick, R. (2016). English education policy in Thailand: Why the poor results? In English language education policy in Asia (pp. 345-361). New York, NY: Springer.
Kongkerd, W. (2013). Teaching English in the era of English used as a lingua franca in Thailand. Executive Journal, 33(4), 3-12.
Kuadnok, K. (2017). Pedagogies and power relations in Thai English foreign language writing classrooms: A critical ethnography. (Publication No. 106915) [Doctoral dissertation, Queensland University of Technology, Australia]. https://doi.org/ 10.5204/thesis.eprints.106915
Molenaar, I., Sleegers, P., & van Boxtel, C. (2014). Metacognitive scaffolding during collaborative learning: a promising combination. Metacognition and Learning, 9(3), 309-332.
Nnamani, A. P., Akabogu, J. U., Uloh-Bethels, A. C., & Ede, M. O. (2018). Effect of reciprocal peer tutoring strategy on computer students’ achievement in expository essay writing: Implication for school counselling. International Journal of Applied Engineering Research, 13(21), 15102-15107.
Piamsai, C. (2020). The effect of scaffolding on non-proficient efl learners’ performance in an academic writing class. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 288-305.
Reiser, J. B. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning sciences, 13(3), 273-304.
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT journal, 59(1), 23-30.
Seensangworn, P., & Chaya, W. (2017). Writing problems and writing strategies of English major and non-English major students in a Thai university. MANUTSAT PARITAT: Journal of Humanities, 39(1), 113-136.
Sumarno, W. K. (2019). Effects of edmodo-assisted process writing with the problematized scaffolding on the quality of students’ writing. Lingua Cultura, 13(1), 31-37.
Topping, K., Buchs, C., Duran, D., & van Keer, H. (2017). Effective peer learning: From principles to practical implementation. Oxford, UK: Taylor & Francis.
Villarreal, I., & Gil-Sarratea, N. (2020). The effect of collaborative writing in an EFL secondary setting. Language Teaching Research, 24(6), 874-897.
Vonna, Y., Mukminatien, N., & Laksmi, E. D. (2015). The effect of scaffolding techniques on students’ writing achievement. Jurnal Pendidikan Humaniora, 3(3), 227-233.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard university press.