Fostering EFL Writing Proficiency: The Impact of Dialogic Scaffolding in Digital Learning Environments

Abstract

This study examines the impact of dialogic scaffolding on improving paragraph-writing skills among intermediate Iranian EFL learners. Drawing on Vygotsky's sociocultural theory and its concept of the Zone of Proximal Development (ZPD), the research integrates teacher-led feedback and peer collaboration in a technology-supported learning environment. Using a mixed-methods design, 60 participants were divided into experimental and control groups and participated in a 15-week intervention facilitated through Google Classroom and Zoom for synchronous and asynchronous interactions. Google Classroom and Zoom enhanced collaboration by enabling real-time peer feedback and asynchronous access to resources, while also increasing accessibility for learners across different geographical locations. Quantitative analysis demonstrated substantial improvements in the experimental group regarding structural coherence, grammatical accuracy, and topic sentence clarity, with effect sizes ranging from 0.79 to 0.89 (p < 0.001). Additionally, qualitative findings underscored the essential role of iterative feedback in promoting learner autonomy and engagement. The results highlight the effectiveness of dialogic scaffolding as a pedagogical strategy for enhancing EFL writing skills, particularly when integrated with digital tools to support accessibility and collaboration. This study provides practical insights for educators, emphasizing the potential of dialogic scaffolding to bridge theoretical frameworks and innovative teaching methods. The findings contribute to the broader discourse on incorporating sociocultural theory into EFL instruction, showcasing its ability to foster both linguistic proficiency and learner independence in digital learning contexts.