Abstract
This study draws on sociocultural theory to explore how adult EFL learners interact with each other in learning target form in collaborative task performance. It investigates the features of scaffolding in peer collaboration in which a group of four Chinese undergraduate students are engaged in a writing task in an English enhancement course at a university in Hong Kong. The study also examines how the scaffolding categories affect the learners' production of appropriate grammatical forms. The findings advocate the presence of the teacher (or tutor) to direct learners' attention to important form-meaning connections in L2 pedagogical group activities due to the limitations of peer interaction.
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