TY - JOUR ID - 20331 TI - Peer Scaffolding Behaviors Emerging in Revising a Written Task: A Microgenetic Analysis JO - Iranian Journal of Language Teaching Research JA - IJLTR LA - en SN - 2322-1291 AU - Ranjbar, Naser AU - Ghonsooly, Behzad AD - Bu-Ali Sina University, Iran AD - Ferdowsi University of Mashhad, Iran Y1 - 2017 PY - 2017 VL - 5 IS - 2 SP - 75 EP - 90 KW - peer scaffolding KW - collaborative writing KW - microgenetic approach DO - 10.30466/ijltr.2017.20331 N2 - Vygotsky's writings on Sociocultural Theory (SCT) of mind, his concept of Zone of Proximal Development (ZPD) and its related metaphor, scaffolding, serve as the theoretical basis for the study of peer collaboration. This paper aimed at examining the effects of peer-scaffolding on EFL writing ability and finding out how revising techniques are constructed and expanded when two learners are working in their ZPDs. Two intermediate EFL university students (a "reader" and a "writer") collaboratively revised a cause and effect composition written by one of them. A microgenetic approach was applied for analyzing the interactions. Results showed that even though the role of the reader was more significant as mediator at first, both reader and writer actively took part in revising the text with assistance transferring mutually between them at the end of the session. Results also indicated that peer scaffolding could be reciprocal rather than unidirectional. As a concluding remark, it was noted that teachers can enhance the quality of collaborative writing processes by helping students to work together and take into account joint efforts in the writing tasks. Learners can also take more participation, learn evaluative feedback strategies, and benefit from their co-mediators.  UR - https://ijltr.urmia.ac.ir/article_20331.html L1 - https://ijltr.urmia.ac.ir/article_20331_9aac222915ba3f2fef3ed6eac27658db.pdf ER -