Peer scaffolding is a key to the success of second language (L2) collaborative writing. Despite growing research interest in this area, studies focusing on its application among learners with varying levels of engagement are still scarce. This study investigated what strategies and how Chinese EFL learners employ peer scaffolding strategies in relation to group engagement during a collaborative process writing task, as well as their perceptions of these practices. Seventy-nine English Education majors from a Chinese university participated in this research. Data were collected through audio-recorded discussions, the Learner Group Engagement Scale, and open-ended survey responses. The findings reveal that the students employed multiple types of peer scaffolding strategies corresponding to different dimensions of group engagement. Notably, the moderately engaged students demonstrated peer scaffolding strategies more frequently than their low- and high-engagement counterparts. Furthermore, the students successfully developed their belief systems regarding peer scaffolding, which can be attributed to their dual roles as contributors and reviewers. This study expands the scope of peer scaffolding to any interacting pairs and suggests a non-linear relationship between strategy application and engagement level. Pedagogical implications regarding peer scaffolding strategies are discussed with a view to optimizing collaborative writing tasks in L2 classrooms.
Shuyan Wang (Wed,) studied this question.