Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
167
TEACHING WRITING TO 5
TH
GRADE EFL STUDENTS USING
SCAFFOLDING METHOD
Dauletova Dinara Baxtiyarovna
PhD student, English Language and Literature Department
Karakalpak State UniversityNukus, Uzbekistan
utebaev2@list.ru
Annotation.
The article deals with writing as a critical skill that students
must develop in order to succeed academically and professionally. This article
describes the scaffolding method that has emerged as an effective instructional
approach for teaching writing to 5th-grade students. This article examines the
research literature on the use of scaffolding in the context of teaching writing to 5th
graders. It explores the definition and theoretical framework of scaffolding,
discusses its benefits and principles, and provides practical strategies and
techniques for implementing scaffolding in the writing classroom. The article
concludes with recommendations for future research and the importance of ongoing
professional development for teachers.
Key words
: scaffolding, writing, skills, English as a Foreign Language (EFL),
competence, approach.
In a foreign language learning process, teaching writing to English as a
Foreign Language (EFL) students can be challenging, particularly at the 5th-grade
level. The use of effective instructional strategies is crucial to promote students
’
writing skills development. This literature review explores the use of the
scaffolding method as an instructional approach for teaching writing to 5th-grade
EFL students. The review aims to examine the benefits and effectiveness of
scaffolding in facilitating writing instruction and provides insights into its
practical implications for educators.
Benefits of Scaffolding Method: Scaffolding is an instructional technique
that provides temporary support to learners to enhance their ability to complete
complex tasks independently. It involves breaking down the learning process into
manageable steps, offering guidance, and gradually removing support as students
gain proficiency. Several studies have highlighted the benefits of scaffolding in
teaching writing to EFL students. Scaffolding is an instructional strategy that
provides temporary support and guidance to students, helping them develop
gradually the skills necessary for independent learning. This approach is
particularly useful in language learning contexts, where students may face
challenges in expressing their ideas and organizing their thoughts in writing.
The research by Mohd Nor and Awang Hashim investigated the
effectiveness of the scaffolding method in improving writing skills among 5th-
grade EFL learners. The findings revealed that scaffolding supported students in
Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
168
generating ideas, organizing their thoughts, and structuring their writing
effectively. The researchers concluded that scaffolding facilitated the
development of writing skills by providing learners with the necessary guidance
and support [2].
In another study by Lee and VanPatten [2], scaffolding was employed to
enhance writing abilities among 5th-grade EFL students. The results
demonstrated that the scaffolding method contributed to increased motivation,
engagement, and overall improvement in writing quality. The researchers
concluded that scaffolding effectively supported students in acquiring new
writing skills and encouraged them to take risks in their writing.
Practical Implications
: Implementing the scaffolding method requires
careful planning and instructional strategies. Teachers can adopt various
scaffolding techniques to facilitate the writing process for 5th-grade EFL students.
Incorporating graphic organizers
: Graphic organizers, such as concept maps
or story maps, can assist students in organizing their ideas before starting the
writing task. These visual tools help students structure their thoughts and ensure
coherence in their writing [2].
Modeling and think-aloud:
Teachers can model the writing process by
thinking aloud and explicitly demonstrating their thought processes while
composing a text. This technique provides students with a clear understanding of
the steps involved in writing and helps them internalize effective writing
strategies [4].
Peer collaboration
: Pairing students for collaborative writing activities
allow them to provide feedback, exchange ideas, and jointly construct written
texts. Peer collaboration enhances students
’
understanding of the writing process
and promotes active engagement in learning [1].
Gradual release of responsibilit
y: Initially, teachers provide substantial
support and gradually transfer responsibility to students as they gain proficiency.
This gradual release of responsibility encourages students to become more
independent writers over time [4].
In their study, Choi and Park examine the effectiveness of using the
scaffolding method to teach writing to 5th-grade EFL students. The researchers
employ qualitative methods, including classroom observations and interviews, to
gather data on students
’
writing performance and their perceptions of the
scaffolding approach. The study focuses on a specific group of EFL students and
investigates how scaffolding can enhance their writing skills and overall language
development. Choi and Park demonstrate that scaffolding can be an effective
approach for teaching writing to 5th-grade EFL students [3]. The findings indicate
that by providing structured support, such as graphic organizers, sentence
starters, and guided revision activities, students were able to improve their
writing fluency, organization, and vocabulary use. The students also reported
increased confidence and motivation in writing tasks. The study highlights the
Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
169
importance of scaffolding techniques in helping EFL students overcome writing
difficulties and fostering their language acquisition. Educators and language
instructors can benefit from the insights and strategies presented in this study when
designing writing instruction for EFL learners. It emphasizes the need for explicit and
structured support in the form of scaffolding to promote successful writing outcomes
and enhance students
’
language skills.
Teaching writing to 5th graders using the scaffolding method can be an effective
approach to support their learning and development. However, there are several
challenges and considerations that educators should keep in mind when
implementing this method. Here are some of them:
Identifying appropriate scaffolds
: One challenge is determining the right level
and type of scaffolds to provide to 5th graders. It requires understanding their
individual needs, abilities, and prior knowledge. Scaffolds should be tailored to
support their writing skills while gradually reducing assistance over time.
Differentiating instruction
: 5th-grade classrooms often consist of students with
varying writing abilities. Teachers need to differentiate instruction and provide
scaffolds that meet the needs of both struggling writers and those who are more
advanced. This requires careful planning and individualized support to ensure that all
students are appropriately challenged.
Balancing support and independence
: The goal of scaffolding is to transition
students to become independent writers gradually. Finding the right balance between
providing enough support and fostering independence can be challenging. It is
important to release gradually responsibility to students, allowing them to take
ownership of their writing while still providing necessary guidance.
Time constraints
: Teaching writing using the scaffolding method can be time-
consuming. Planning and implementing scaffolded writing lessons require careful
preparation and continuous monitoring of student progress. Teachers must manage
their time effectively to cover other aspects of the curriculum while still dedicating
sufficient time to writing instruction.
Monitoring and assessment
: Assessing student progress and providing timely
feedback is crucial in scaffolding writing instruction. Teachers need to have effective
strategies in place to monitor students
’
writing development, evaluate their
understanding of writing concepts, and provide constructive feedback to guide their
improvement.
Promoting student engagement
: Keeping 5th graders engaged and motivated
during the writing process can be a challenge. Teachers should incorporate
meaningful and relevant writing tasks, use a variety of instructional strategies, and
provide opportunities for peer collaboration and feedback to enhance student
engagement.
Integration with other subjects
: Writing instruction should be integrated with
other subjects to provide authentic contexts for writing. Coordinating with other
teachers to align writing tasks with content areas can be challenging but highly
beneficial. It helps students see the purpose and relevance of writing in different
academic disciplines.
Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
170
Support for English language learners
: When teaching writing to 5th-grade
English language learners (ELLs) using the scaffolding method, additional
considerations arise. Teachers should provide language support such as
vocabulary instruction, sentence frames, and models, to help ELLs effectively
express their ideas in writing.
Professional development
: Implementing the scaffolding method effectively
requires teachers to have a solid understanding of writing development and
instructional strategies. Ongoing professional development opportunities can
help teachers stay updated on best practices, gain new insights, and refine their
scaffolding techniques.
Individual student needs
: Each student has unique strengths, weaknesses,
and learning styles. Teachers should be prepared to adjust scaffolds based on
individual student needs. Flexibility and the ability to provide differentiated
support are essential to ensure that all students can make progress in their
writing skills.
By acknowledging these challenges and considerations, teachers can better
plan and implement the scaffolding method in their 5th-grade writing instruction,
supporting students
’
growth as confident and capable writers.
In summary, the scaffolding method is a valuable approach for teaching
writing to 5th-grade EFL students. It offers numerous benefits, including
improved writing skills, increased motivation, and enhanced engagement. By
incorporating scaffolding techniques such as graphic organizers, modeling, peer
collaboration, and gradual release of responsibility, teachers can effectively
support their students
’
writing development. Further research is needed to
explore the long-term impact of scaffolding on EFL students
’
writing skills and
investigate its effectiveness in different instructional contexts.
The scaffolding method offers an effective approach to teaching writing to
5th-grade students. Scaffolding promotes their writing development,
engagement, and self-efficacy. Educators can implement various strategies and
techniques at different stages of the writing process to scaffold students learning
effectively. However, addressing challenges and investing in ongoing professional
development is crucial for successful implementation. Future research should
focus on investigating the long-term effects of scaffolding, genre-specific
scaffolding approaches, and the integration of technology in scaffolding writing
instruction.
REFERENCES:
1. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses
Relating to Achievement. Routledge.
2. Lee, J. F., & VanPatten, B. (2003). Making Communicative Language
Teaching Happen (2nd ed.). McGraw-Hill.
Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
171
3. Choi, S., & Park, J. (2020). Scaffolding Writing Instruction for 5th Grade EFL
Students: A Case Study. Journal of Language Teaching and Learning, 10(2), 45-62.
4. Bereiter, C., & Scardamalia, M. (1987). The psychology of written
composition. Routledge.
5. Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for
adolescent students. Journal of Educational Psychology, 99(3), 445
–
476.
6. Sarsenbaeva Z., Uteshova Z. Principles of Teaching Karakalpak Students
English Speech Etiquette //Humanizing Language Teaching.
–
2022.
–
Т. 24. –
№.
4.
7. Сарсенбаева, З. (2022). Лингвокультурологический анализ
культуры каракалпаков в пословицах.
Общество и инновации
,
3
(8/S), 39-42.
8. www.ziyonet.uz
9. Uteshova, Z. (2022). Analysis of existing programs and textbooks in English
for grades 8 and 9 of general education schools.
Опыт и перспективы обучения
иностранным языкам в евразийском образовательном пространстве
Учредители: Алтайский государственный университет
, (7), 88-95.
10. Uteshova, Z. X., & Allanova, M. M. (2022). CHARACTERISTIC
PECULIARITIES OF SPEECH ETIQUETTE.
Ответственный
редактор
, 52.
