An experimental study on scaffolding for writing achievement and its effect on writing motivation

This study intents to investigate the effect of scaffolding techniques on writing achievement, writing motivation, and classroom environment as well as the students' perceptions. It also aims at finding which writing stage can be more beneficial for the students in order to give scaffolding in the writing classes. The study was held in the English preparatory school of a state university in Turkey with 50 students. Two experimental groups that were given scaffolding instructions in different stages of writing, and one control group which followed standard writing classes were formed so as to make comparisons not only among all groups but also between two experimental groups separately. Data collection was made both quantitatively and qualitatively. The quantitative data collection part was designed in the form of pre-test and post-test. The data gathered from these quantitative tools were analyzed via SPSS 21. On the other hand, teacher journal and student interview methods were included in the study as qualitative methods so as to gain insight with regard to both the classroom environment and the learners' opinions towards scaffolding in writing classes. The data from these tools were analyzed thanks to thematic analysis. The results indicated that scaffolding appeared as an effective tool for the enhancement of achievement and motivation in writing classes. Besides, thanks to scaffolding, a more positive classroom atmosphere could be created in writing classes, and the learners also believed that scaffolding applications were beneficial and enjoyable for them. Lastly, compared to pre-writing scaffolding applications, it was proved that when scaffolding techniques were presented through while-writing stage, the students could improve their writing abilities larger amounts and increase their motivation level more. Furthermore, the classroom atmosphere of the experimental group 1 became friendlier, more collaborative and supportive although the workload of the teacher increased in a considerable amount during while-writing stage.