on the contribution of zpd scenarios to writingcomplexity and accuracy

Despite growing interest in the studies on zone of proximal development (zpd), its operation in individualized and group-wide forms has been controversial. to cast some empirical light on the issue, this study was designed to study the applicability of the two scenarios of zpd-based instructions to the two main writing ability components (complexity and accuracy) of iranian efl learners in terms of learners' types (low vs. high scorers). to this end, 118 efl learners identified as homogeneous based on the toefl itp test were randomly assigned into two equal experimental groups which, respectively, received compatible zpd-based instructions (i.e., individualized -- i -- and group-wide -- gw) utilizing conference writing (as an individual scaffolding technique) and structured writing templates (as a whole-class scaffolding technique). the treatments were rendered to the groups in a random manner within homogeneous blocks. before and after the treatments, three tests (two writing tests and one zpd test) were administered to measure both groups’ writing complexity and accuracy and levels of their zone of proximal development. a zpd test was also administered in the mid of treatments. the non-parametric analysis of covariance (ancova) indicated that 1) the i-zpd-based instruction was constructive to the writing complexity of the low scorers, while the gw-zpd-based instruction was not much constructive to the writing complexity of the high scorers. 2) i-zpd-based instruction was constructive to the writing accuracy of the low scorers, and gw-zpd-based instruction was not much constructive to the writing accuracy of both the low and high scorers. the findings yield support to the use of zpd-based instructions in tefl writing and thereby affecting the learners’ writing complexity and accuracy. the study, indeed, yields support to the feasibility of gw-zpd measurement along with the i-zpd approach.

On the Contribution of ZPD Scenarios to WritingComplexity and Accuracy

Despite growing interest in the studies on Zone of Proximal Development (ZPD), its operation in individualized and group-wide forms has been controversial. To cast some empirical light on the issue, this study was designed to study the applicability of the two scenarios of ZPD-based instructions to the two main writing ability components (complexity and accuracy) of Iranian EFL learners in terms of learners' types (low vs. high scorers). To this end, 118 EFL learners identified as homogeneous based on the TOEFL ITP test were randomly assigned into two equal experimental groups which, respectively, received compatible ZPD-based instructions (i.e., individualized -- I -- and group-wide -- GW) utilizing conference writing (as an individual scaffolding technique) and structured writing templates (as a whole-class scaffolding technique). The treatments were rendered to the groups in a random manner within homogeneous blocks. Before and after the treatments, three tests (two writing tests and one ZPD test) were administered to measure both groups’ writing complexity and accuracy and levels of their Zone of Proximal Development. A ZPD test was also administered in the mid of treatments. The non-parametric analysis of covariance (ANCOVA) indicated that 1) the I-ZPD-based instruction was constructive to the writing complexity of the low scorers, while the GW-ZPD-based instruction was not much constructive to the writing complexity of the high scorers. 2) I-ZPD-based instruction was constructive to the writing accuracy of the low scorers, and GW-ZPD-based instruction was not much constructive to the writing accuracy of both the low and high scorers. The findings yield support to the use of ZPD-based instructions in TEFL writing and thereby affecting the learners’ writing complexity and accuracy. The study, indeed, yields support to the feasibility of GW-ZPD measurement along with the I-ZPD approach.