The impact of different scaffolding techniques on IELTS candidates' writing anxiety: From perceptions to facts

Abstract

Writing anxiety is effective on writing performance. Although anxiety is not always an obstacle, controlling its probable damages can facilitate the learning process. The present study investigated the effects of peer, reciprocal, and distributed scaffolding on English as Foreign Language (EFL) learners' anxiety level. 120 IELTS candidates were randomly selected in an IELTS center in Iran. Prior to the course, the participants were interviewed about their perceptions toward anxiety and the ways to reduce it. Then, the participants were randomly placed in one control group and three experimental groups. In each of the experimental groups, one of the aforementioned scaffolding techniques was practiced by a trained IELTS teacher. The Second Language Writing Anxiety Inventory (SLWAI) was administered before and after the treatment, and the results were analyzed using Analysis of Covariance. The findings showed that only the reciprocal scaffolding group had a significant difference with the control group. Also, the use of reciprocal scaffolding had a significant effect only on cognitive anxiety. The qualitative analysis showed a general misperception and a pessimistic view toward the employment of reciprocal and peer scaffolding by the participants. These findings can have implications for all the stake-holders in language learning; especially IELTS test takers, teachers, and language institutes.