EFL students' writing achievement via the execution of scaffolding strategies instruction.

This paper examined the effects of scaffolding strategies instruction on EFL students' writing achievement, and its consistency in writing sub-skills. The study followed a pretest-posttest quasi-experimental design, and data were collected from 48 students in each comparison and experimental group. Results from paired-samples t -test confirmed a significant writing achievement score difference between the pretest and posttest for the experimental group (p =.001), but an insignificant difference for the comparison group (p =.426). Independent-sample t -test of post-test yielded a significant difference between the two groups favoring the experimental class (p =.001). The findings verified scaffolding teaching's feasibility for improving students' writing. Results from MANOVA proved writing sub-skills content, vocabulary, grammar, mechanics and organization jointly account for significant variance between comparison and experimental groups writing. Separate results of the variables revealed composing relevant content as the stronger predictor (F (1, 94) = 35.08, p =.001), but no mechanics' use disparity between the two groups, F (1, 94) =.42, p =.520. The findings verified the scaffolding strategies' substantial role in enhancing learners' overall writing achievement and all writing sub-skills except for mechanics. Results from the questionnaire showed participants' positive perceptions about scaffolding strategies instruction. Based on the findings, we recommend scaffolding strategies teaching for EFL students' writing improvements. [ABSTRACT FROM AUTHOR]