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An Evaluation of the Effect of Peer Scaffolding on a Pre-intermediate Korean Student’s Learning to Write in English as a Second Language

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  • Asila Mohammed Al-Makhmari

    (Preparatory Studies Centre, University of Technology and Applied Sciences-Suhar- Oman)

Abstract

The study seeks to evaluate the impact of peer scaffolding on a student learning to write in English as a second language. A student participated in the study. The data was collected through an interview. The findings showed that the students benefited from peer revision in learning new structures. However, several factors cause peer editing to hinder the student’s learning through receiving incorrect peer feedback, feeling discomfort giving feedback, the differences in proficiency level, students’ preferences for teacher guidance and the explanations of the peers’ feedback. The paper ends with a discussion of the implementation of peer feedback in the Omani EFL writing class.

Suggested Citation

  • Asila Mohammed Al-Makhmari, 2024. "An Evaluation of the Effect of Peer Scaffolding on a Pre-intermediate Korean Student’s Learning to Write in English as a Second Language," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 595-604, March.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:3s:p:595-604
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