Abstract
Writing is a means of articulating ideas, arousing feelings, persuading and convincing other people, but the procedure of writing has become arduous and labyrinthine for Iranian EFL learners. The educational system in Iran is structure-based and it ignores the communicative role of writing, so students' performance in writing wouldn’t be desirable. To tackle the mentioned problem, the present paper develops a scaffolding environment to maximize students writing dexterities through the application of various scaffolding means coined by Tharp and Gallimore (1988) during the stages of Seow's process model. The purpose was to determine the procedure of teacher guidance in a process- oriented situation and trace the scaffolding means which had a pre-eminent role in enhancing students' writing proficiency by observing the class and conducting an interview. To this end, 15 female students within the age range of 15-18 studying in Be’sat Language Institute in Salmas, Iran participated in this study. The results elucidated that students could benefit from the established situation in different ways during the accomplishment of their writing tasks. At the end, the study provided some pedagogical implications for teachers in terms of teaching writing.
Highlights
In the era of globalization and technology, English is noticed as the dominant language of communication
This research aimed to investigate how students were guided in each step of process writing by the teacher's application of scaffolding techniques, and to determine which technique of the teacher had a central role in students writing development
The research questions addressed in the study were: RQ1: How does the integration of scaffolding means and process writing affect students' writing ability?
Summary
In the era of globalization and technology, English is noticed as the dominant language of communication. "As writers struggle with what to put down or how to put it down on paper, they often discover something new to write or a new way of expressing their ideas" (Raimes, 1983,p.3).writing is the most popular means by which the teachers evaluate students' knowledge As such Paulston and Bruder (1979) assert "writing tends to increase retention and makes possible a source for later reference. To make students be egger to learn and increase their ability, we should change our attitudes and apply new perspectives and approaches in teaching process For this purpose based on Bae's (2011) view, for increasing students' composition skills the process approach would be a central means which became prominent in English-
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