This classroom-based study examined the effect of collective peer scaffolding activity on narrative and descriptive self-revised drafts and new paragraphs developed by 32 EFL university students in a paragraph writing course in Iran. Each genre was discussed and practiced every other week and was followed by a collective peer scaffolding session. For each genre, learners were required to develop a 150-word paragraph in two drafts (pre- and post-collective scaffolding) and email them to their lecturer within five days before the next sessions were held. They also developed a new narrative and descriptive paragraphs a month after the semester had finished. Eight volunteer students were also interviewed and their reactions to collective peer scaffolding were elicited at the end of the course. Students’ pre- and post-collective peer scaffolding drafts, new paragraphs, and interview data analysis revealed that the activity improved learners’ self-revision skill and the experience was favored by the participants.

中文翻译：

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新手EFL学习者的集体同伴脚手架，自我修订和写作进度：

这项基于课堂的研究调查了集体同伴脚手架活动对叙事和描述性自我修订草案以及32名EFL大学生在伊朗的一段段落写作课程中开发的新段落的影响。每隔一周讨论和实践每种体裁，然后进行集体同伴脚手架会议。对于每种类型的游戏，要求学习者在两份草案（集体前和集体后的脚手架）中编写一段150字的段落，并在举行下届会议之前的五天内将其通过电子邮件发送给其讲师。学期结束后一个月，他们还开发了一个新的叙述性和描述性段落。在课程结束时，还对八名志愿者学生进行了采访，并引起了他们对集体同伴脚手架的反应。学生的集体前后脚手架草稿，