How Student Teachers' Online Commentaries Scaffold Student Writing

Abstract

This study aimed to examine how student teachers evaluated the effectiveness of their commentaries and formulated effective commentaries through Computer Supported Community of Inquiry (CSCI). An online system was developed in this study to create a CSCI environment, providing a virtual practicum for student teachers to serve as facilitators in scaffolding their students' text revisions by offering online commentaries. In terms of research design, this study adopted a qualitative method to examine a group of five student teachers' scaffolding experiences in facilitating ten student writers' text revisions. The results showed that the student teachers' reflections on their scaffolding experiences centered on three major themes: grammatical corrections, suggestions on text development, and modification of viewpoints. On the whole, the student teachers considered the virtual practicum a valuable experience, which prompted them to re-examine their assumptions and beliefs about effective writing instruction, and thus expressed a strong desire to participate in CSCI for future professional development.