Effects of Instructional Scaffolding Strategies on Students Writing Skills Performance

Abstract

This study examined whether or not instructional scaffolding strategies can improve EFL students’ writing performance. It employed a quasi-experimental design, and data were collected from two groups of Grade 10 intact classes through pretests and posttests. The inter-rater reliability of Pearson correlation(r) revealed a positive, strong correlation between raters both in pretests (r=.927) and posttest (r=.889). Independent t-test of pretests yielded no significant mean score difference between the comparison and experimental groups (t=.159, p=.874). This showed the homogeneity of the two groups before intervention. However, after the intervention, a significant difference was seen between them (t=-4.378, p= .000). Findings of paired analysis attested no significant score difference between pretests and posttest for the comparison group (t= -.803, p= .426), but a significant difference was affirmed for the experimental group (t= -11.959, p= 000). To determine the ability group (low, medium, or high achievers) that benefited most from the intervention, a paired test was made between each ability label of similar counterparts. The result avowed a significant mean score difference between pretests and posttest for each ability group (t=-20.743, p=.000 for low achievers; t=-4.348, p=.001 for medium achievers, and t=-16.647, p=.000 for high achievers). Thus, instructional scaffolding strategies can be employed to improve the overall writing performance of all ability groups, particularly of low achievers.