Scaffolding Strategies in the EFL Classroom to Develop Writing Skills

Abstract

This study investigates the application of scaffolding strategies in teaching English as a foreign language (EFL) to enhance writing skills in A2-level students at two educational institutions (one public and one private) in Cuenca, Ecuador. Utilizing a mixed-methods approach, data were collected through surveys and classroom observations. Various scaffolding strategies were explored, including feedback, prior knowledge, learning cooperatively, explaining and clarifying assignments, etc. The results reveal that the implementation of these strategies varies depending on the type of institution and teachers' perceptions regarding their effectiveness. Both benefits and challenges were identified in the application of these strategies, highlighting the need for implementing technological resources in the public area. This study contributes to understanding how scaffolding strategies can be optimized to produce more effective writing in the EFL classrooms, offering recommendations for their practical application in diverse educational settings.