Peer Scaffolding Behaviors in English as a Foreign Language Writing Classroom

This study aimed to investigate the kinds of peer scaffolding behaviors occurring during English as a Foreign Language (EFL) writing activities through three steps process. The participants comprised ten major students in classroom University Phayao selected by purposive sampling. They were classified into five expert EFL learners and novice according their scores written paragraph they wrote before participating using rubric. instruments consisted lesson plans process an observation form. results analyzed Microgenetic Analysis revealed that questioning ranked first total frequency all used, but never applied greeting activities. However, various types pre-writing activity while hardly utilized post-writing activity. Noteworthy both able be scaffolders for peers supplementing each other’s knowledge skills because may writers different areas, consequently produce works themselves.