Senior-junior scaffolding in academic writing in IELTS classes

This study explores senior-junior scaffolding in IELTS Writing Task 2 preparation, examining how experienced students support juniors in brainstorming, outlining, and revising essays. Using a qualitative research design, data were collected from audio-recorded writing lesson involving five senior-junior pairs in an IELTS extra-class in Vietnam. Findings reveal distinct scaffolding strategies across writing phases: guiding questions, suggestions, and demonstrations dominated brainstorming, while motivation and structural guidance from guiding question and suggestion were key in outlining. In revision, interactive feedback and targeted modifications through guiding question, demonstration, feedback and others helped juniors refine their writing. The study highlights senior-junior as peer scaffolding as an effective instructional approach, benefiting both juniors (in writing improvement) and seniors (in critical thinking skills). The results suggest that structured peer mentoring enhances IELTS writing proficiency, with implications for writing instruction and learner autonomy. Future research should examine the long-term impact of peer scaffolding (senior-junior support) on test performance.