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<p>The present study pursued a dual objective. First, to assess the impact of online scaffolding in writing on English as a foreign language (EFL) learners’ reflectivity in writing, and second, to explore the perceptions of participants in the experimental group regarding the use of Google Docs for scaffolding digital writing. The study involved 78 Iranian EFL university students majoring in English literature, and it employed a quantitative research design. Data were collected using two scales, namely, the Reflection on Writing Questionnaire (RWQ) and EFL students’ attitudes toward scaffolding digital writing through Google Docs. The essays produced by the learners were also evaluated to consolidate the findings of the survey. The results demonstrated a significant enhancement in EFL writing reflectivity among participants. Furthermore, the instructional intervention positively influenced the experimental group’s perceptions. This study sheds light on the potential benefits of integrating peer-scaffolding writing instruction within an online platform, specifically Google Docs, to promote reflectivity in a second language. The findings have implications for language educators when designing interactive writing tasks and incorporating online platforms for teaching writing.</p>

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Promoting EFL Students' Reflectivity in Writing Through Peer-Scaffolding Digital Writing

  • 期刊论文

  • 发表日期：

    2025年6月1日

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  • Majid Farahian,
  • Yusef Rajabi,
  • Hamid Gholami

摘要

The present study pursued a dual objective. First, to assess the impact of online scaffolding in writing on English as a foreign language (EFL) learners’ reflectivity in writing, and second, to explore the perceptions of participants in the experimental group regarding the use of Google Docs for scaffolding digital writing. The study involved 78 Iranian EFL university students majoring in English literature, and it employed a quantitative research design. Data were collected using two scales, namely, the Reflection on Writing Questionnaire (RWQ) and EFL students’ attitudes toward scaffolding digital writing through Google Docs. The essays produced by the learners were also evaluated to consolidate the findings of the survey. The results demonstrated a significant enhancement in EFL writing reflectivity among participants. Furthermore, the instructional intervention positively influenced the experimental group’s perceptions. This study sheds light on the potential benefits of integrating peer-scaffolding writing instruction within an online platform, specifically Google Docs, to promote reflectivity in a second language. The findings have implications for language educators when designing interactive writing tasks and incorporating online platforms for teaching writing.