Scaffolded Writing Instruction for Developing A2-Level Learner's Writing Skills Toward B1 Competence: A Literature-Based Analysis

Writing in a foreign language involves facing many challenges. Therefore, it is not surprising that English as a foreign language learners (EFL) often struggle with writing because of the insufficiency in their vocabulary, grammar knowledge, and writing experience. Advancement from A2 to B1 implies that one has to become increasingly independent in expressing his/her thoughts, connecting sentences, and writing coherent texts. Thus, in this paper, the author analyzes the potential of scaffolded writing instruction in facilitating this movement. The research draws on the principles of sociocultural theory, the Common European Framework of Reference for Languages (CEFR), and the existing research on scaffolding in second languages. The focus of the research is on the teacher modeling, guided practice, and vocabulary support, graphic organizers, collaboration in writing, and feedback. Existing studies provide evidence that scaffolding positively influences writing outcomes although the results should be interpreted with regard to participants and the teaching situation. The authors claim that the impact of correctly planned, responsive, and gradually removed support makes advancement from A2 writing possible. In conclusion, the article provides practical recommendations for EFL teachers and outlines potential areas for further research.