Scaffolding Low-Intermediate Adult EFL Learners to Write

Elham Amiri Samani, Sakineh Khazayi


Writing ability as a multidimensional skill is more than putting the words on the paper. However, in spite of the years spent learning, students with high scores on general English tests may show problems in expressing themselves in writing. This action research was provided as a response to the class demands on the grounds of learning descriptive genre and E-mail writing. Seven under-intermediate adult EFL learners taken, and the mean scores of their performance on pre-tests were analyzed against post-tests by using SPSS software 22nd version. The results of paired t-test showed statistically significant differences at the level of 0.05 with the effect size of .76 for descriptive genre and .80 for E-mail writing. Therefore, it was concluded that schemata building using on-going evaluation and explicit instruction not only is efficient in adult learning but also make it possible for students to participate in creative manipulation of the syllabus for their advantages.


genre; modeling; scaffolding; learning-teaching cycle; zone of proximal development

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