Improving EFL Students’ Academic Writing through Scaffolding, Self-Correction, and Peer Review

Iis Nur Rodliyah, Juliati Juliati, Ida Puji Lestari

2017

Abstract

This paper aims at reporting the undergraduate EFL students’ academic writing at Universitas Brawijaya, Indonesia. The objectives of this research are to find out the contributions of: (1) grammar scaffolding to the improvement of students’ academic English writing at Study Program of English, Universitas Brawijaya, (2) self-correction to the improvement of students’ academic English writing at Study Program of English, Universitas Brawijaya, and (3) the contribution of peer review to the improvement of students’ academic English writing at Study Program of English, Universitas Brawijaya. The data in this study were the first chapters of the research proposals written by eighteen students of Research Proposal Writing class at Study Program of English, Universitas Brawijaya after being introduced to three strategies namely scaffolding, self-correction, and peer review. The results showed that despite the students’ ability to identify a number of mistakes during self-correction and peer review activities, some corrections and suggestions are found inaccurate. Thus, the scaffolding given by the lecturer plays a prominent role in dealing with the situation.

Paper Citation

in Harvard Style

Rodliyah I., Juliati J. and Lestari I. (2017). Improving EFL Students’ Academic Writing through Scaffolding, Self-Correction, and Peer Review.In The Tenth Conference on Applied Linguistics and The Second English Language Teaching and Technology Conference in collaboration with The First International Conference on Language, Literature, Culture, and Education - Volume 1: CONAPLIN and ICOLLITE, ISBN 978-989-758-332-2, pages 181-186. DOI: 10.5220/0007164201810186

in Bibtex Style

@conference{conaplin and icollite17,
author={Iis Nur Rodliyah and Juliati Juliati and Ida Puji Lestari},
title={Improving EFL Students’ Academic Writing through Scaffolding, Self-Correction, and Peer Review},
booktitle={The Tenth Conference on Applied Linguistics and The Second English Language Teaching and Technology Conference in collaboration with The First International Conference on Language, Literature, Culture, and Education - Volume 1: CONAPLIN and ICOLLITE,},
year={2017},
pages={181-186},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007164201810186},
isbn={978-989-758-332-2},
}

in EndNote Style

TY - CONF

JO - The Tenth Conference on Applied Linguistics and The Second English Language Teaching and Technology Conference in collaboration with The First International Conference on Language, Literature, Culture, and Education - Volume 1: CONAPLIN and ICOLLITE,
TI - Improving EFL Students’ Academic Writing through Scaffolding, Self-Correction, and Peer Review
SN - 978-989-758-332-2
AU - Rodliyah I.
AU - Juliati J.
AU - Lestari I.
PY - 2017
SP - 181
EP - 186
DO - 10.5220/0007164201810186