Study of EFL Teachers’ Plan for Macro-scaffolding for Writing Classes: The Case of Wollega University

Abstract

This study aimed at exploring how EFL teachers plan for scaffolding in writing classrooms. Mixed method was used to gather and analyze data. Two EFL teachers at Wollega University were interviewed for the activities they accomplish before going to the classroom for the actual teaching and learning. Besides, 100 students were provided a questionnaire to triangulate data generated through interview. The data were transcribed and were entered into an open code project. Then analysis was made thematically. The students’ questionnaire was analyzed using mean, frequency and percentage. The finding indicated that the teachers identify content to be taught; modify the pre-existing content, and consider students’ knowledge level, the complexity of the content and the time and resources available for the teaching and learning before going to the actual classroom. From this, it was concluded that teachers’ activities could facilitates the implementation of micro-scaffolding which is provided during the actual classroom teaching and learning.