The Attitude of EFL University Students towards the Application of Scaffolding in Writing Classes

This paper aims to investigate the learners' attitudes and perceptions about scaffolding instruction and the development of English writing skills in EFL writing classes at the university level. For the purpose of data collection, a quantitative method through a questionnaire was adopted. The questionnaire was distributed among students who received scaffolding instruction in writing for 12 weeks. Regarding the sample of the study, thirty-one (out of sixty-one) English major sophomores were purposively selected from the faculty of Arts at Soran University in the academic year 2022-2023. The findings of the study revealed that the students had positive attitudes towards implementing scaffolding in teaching writing and their writing has developed to a higher level. After the intervention of scaffolding, students’ motivation toward writing increased. The study also showed that many aspects of their writing could be developed through scaffolding instruction starting from writing sentences to various essays. The study further highlighted the importance of using scaffolding techniques in language instruction and suggested that educators should incorporate these strategies into their teaching practices to enhance the language learning experience for their students.