The Use of Scaffolding Strategies to Enhance the Writing Development of EFL Students

The current study examined how scaffolding techniques can affect the writing skills of Thai students who are learning English as a foreign language (EFL). The study utilised purposive sampling to select participants, who were divided into two groups: five experts and five novice learners. The study employed a collection of instructional materials consisting of five lesson plans implemented at different stages of the writing process. In addition, a writing rubric was used to assess the quality of written outputs. It was found that implementing scaffolding strategies during the writing process significantly improved the writing abilities of ten EFL students. The scaffolding technique can create a supportive environment where educators can offer guidance and motivation to students as they write. On the other hand, the writing process can be divided into two parts: collaborative efforts that encourage group participation and individual work that promotes independence by gradually reducing the need for help and guidance. Thus, it can be inferred that offering scaffolding strategies during the writing process leads to more substantial enhancements in the writing skills of EFL learners.