A Mixed Methods Study of the Impact of Online Teacher Mediation and Learner Scaffolding Via Google Docs on EFL Learners’ Writing Complexity, Accuracy, and Fluency

It has been suggested that scaffolding can be an effective way to support learners in writing. Research has also indicated that teacher feedback is essential in improving the quality of FL writing. Accordingly, the present quasi-experimental study aimed to explore the differential effects of teacher mediation and learner scaffolding on EFL learners’ writing complexity, accuracy, and fluency in the Google Docs environment. A convenience sample of 97 EFL learners participated, with proficiency levels determined using the DIALANG test. The participants were assigned to two experimental and one control group. The data were collected from a timed writing task employed as the pre and post-test to measure the writing achievement of the EFL participants using Fathi and Rahimi’s (2022) list of measures and a semi-structured interview. Descriptive and inferential statistics were performed, including comparing the means of pre and post-tests of the three groups in terms of the three writing indicators by MANCOVA and Pearson correlation analysis. As the results revealed, the progress of writing indicators has become statistically significant only in the second experimental group. In contrast, the first experimental group showed progress that was not statistically significant. Furthermore, a significant positive relationship was found between complexity components, accuracy, and fluency, and accuracy exhibited the most significant enhancement. In addition, the analysis of the interview revealed learners’ perceived value of scaffolding strategies, especially by peers, and a positive attitude towards the implications of Google Docs in their success in writing performance.