Scaffolding the Reading-to-Writing Process: A Qualitative Study of EFL Undergraduate Students’ Experiences in Academic Writing Course

Abstract

This qualitative case study examined the implementation of scaffolding in the reading-to-writing process among 25 third-semester EFL undergraduate students enrolled in an Academic Writing course. This study aimed to identify the types of scaffolding provided during the reading-to-writing process, examine students’ experiences of the scaffolding, and explain how scaffolding supported the development of academic reading and writing practices. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed thematically. The findings show that scaffolding supported students through several stages: preparing for reading, reading and understanding, processing information, planning writing, drafting, feedback and revision, and independent writing. Cognitive and linguistic scaffolding, including guiding questions, vocabulary explanation, text analysis, and language models, helped students identify main ideas and important information. Procedural scaffolding through outlines, graphic organizers, and writing models helped students organize ideas and plan their writing. Peer feedback provided social scaffolding that encouraged students to evaluate and revise their work. However, students still experienced difficulties with paraphrasing, selecting relevant information, organizing ideas, and developing supporting arguments. The findings also indicate a gradual shift from teacher-supported learning toward greater learner independence. The study concludes that scaffolding should be integrated across reading and writing stages and gradually reduced as students develop confidence and independent academic literacy.