Effects of Scaffolding in Genre-Based Writing Instructions on EFL Learners’ Writing Performance

Abstract

Writing instructions have become one of the most regarded topics in the field of language teaching and learning when scholars found that SL/FL writing is believed to be a challenge for learners. To draw a fuller picture of the writing approach, writing instructions and its effects on EFL learners’ writing performance, this research was conducted to illustrate the areas of concern researchers have focused on regarding scaffolding in genre-based writing instruction. This research aimed to determine the effects of scaffolding in genre-based writing instruction on EFL learners’ writing performance. The second aim was to determine EFL learners’ attitudes toward using scaffolding in genre-based writing instruction on their writing test. This was an experimental study with one group of 34 participants. In this study, a combination of quantitative and qualitative data was utilized. The outcomes of the pre-test and post-test revealed that incorporating scaffolding in genre-based writing instruction significantly impacted EFL learners’ writing proficiency. Additionally, students responded to the writing instructions with a good attitude and greater confidence (M = 4.20). The study’s findings contributed to the present literature on scaffolding studies and genre-based writing instruction.