Exploring the Impact of Teacher’s Scaffolding Techniques on the Writing Skill in EFL Classrooms Case of Second Year Students at the Department of English (8 Mai 1945 university, Guelma)

Abstract

The research is conducted to explore the impact of teachers' scaffolding technique on students' writing skill in EFL classroom. It is hypothesized that teachers and students suppose that the use of scaffolding techniques may have an impact on the writing skill. Therefore, the quantitative method is used to collect data, in which two questionnaires were administered, one on Facebook as Google form for 56 second years students at the Department of English in 08 Mai 1945 Guelma University, and one was sent via email as a word document to six (06) teachers of written expression module at the same Department. The results of both questionnaires indicate that teachers' scaffolding techniques have a positive impact on students' writing skill. Thus, it is recommended that teachers keep using these techniques while teaching writing