On Vygotsky and Piaget Approaches Towards Scaffolding: The Case of Teaching Writing Abilities

Abstract

Debates on Vygotskian and Piagetian approaches towards social interaction are widespread. Vygotskian concept of heteronomous and Piagetian concept of autonomous individuals have attracted researchers’ attention. Adopting this dichotomy, this study investigated scaffolding in English as a Foreign Language (EFL) learners’ writing abilities. Using a microgenetic approach, the researchers investigated nuanced variations in learners’ writing performance based on the scaffoldings provided. Three EFL learners and their teacher were divided into two groups: a symmetrical (two learners) group and an asymmetrical (one learner and the teacher) group. One individual (scaffoldee) in each group was required to write a paragraph and the other (scaffolder) was required to provide some comments on his text. Results showed that the nature of scaffolding, types of scaffolding and quality of scaffolding behaviors were different in the two groups. The researchers concluded both types of scaffolding behaviors led to improvement in learners’ zone of proximal development. Scaffoldings provided by the teacher appeared richer and more varied compared to the scaffoldings provided by an equal peer.