From Struggle to Structure: Scaffolding Genre Writing for Emerging Writers
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Abstract
This study aimed to examine (1) the impact of scaffolding techniques in genre-based instruction on the writing quality of low-proficiency English as a Second Language (ESL) learners, (2) the effectiveness of different scaffolding strategies during genre writing tasks, and (3) learners’ perceptions of scaffolding and its usefulness in improving writing performance. The sample consisted of 20 first-year university students enrolled in a foundational English writing course. Participants were selected through purposive sampling based on placement test scores indicating low writing proficiency. The instruments used for data collection included writing tasks (pre-test and post-test), classroom observation checklists, and semi-structured interviews. Data were analyzed using descriptive statistics and content analysis. The findings revealed that students significantly improved in genre structure, organization, and coherence after scaffolded instruction. Effective scaffolding strategies included teacher modeling, joint text construction, use of graphic organizers, and guided peer feedback. Additionally, students reported increased confidence, reduced anxiety, and greater clarity in understanding genre conventions. These results support the role of structured scaffolding in enhancing writing development among low-proficiency ESL learners.
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