Affective and Motivational Dynamics in Peer Scaffolding for Academic Writing Among Vietnamese University EFL Students

Abstract

Grounded in Sociocultural Theory (SCT), this mixed-method study investigates the underexplored emotional and motivational dimensions of peer scaffolding in academic writing among Vietnamese EFL university students. Addressing the dominance of cognitively oriented research, the study examines learners’ perceptions and experiences of affective support in collaborative writing. Data were collected through surveys (N=150), interviews (N=20), and observations of peer interactions (10 dyads). Findings reveal a strong shared perception of the emotional value of peer scaffolding (M = 4.19/5) and identify a two-layer support system combining dynamic peer motivation and emotional support, forming an Emotional ZPD that facilitates cognitive risk-taking. However, Confucian face-saving norms simultaneously foster harmony and constrain critical feedback. The study advances SCT by operationalizing perezhivanie and extending the concept of Emotional ZPD with pedagogical implications for similar EFL contexts.