LEARNER COLLABORATION AND TEACHER SCAFFOLDING WRITING ACTIVITIES: PERCEPTION OF SCIENCE AND TECHNOLOGY-BASED UNIVERSITY STUDENTS

Babangida Ibrahim Yarima

Abstract


The study explored the perception of university students in science and technology related disciplines regarding collaborative language learning and teacher scaffolding in English for Academic Purposes (EAP) writing classes. After having been exposed to the formal cooperative learning activities and scaffolds for one semester, experimental subjects responded to a researcher-designed questionnaire. Results showed positive attitude among students to the two writing approaches. In the light of the findings, it is recommended that university students, especially in the English for science and Technology(EST) written English classes, require an adequate time to learn from one another in manageable group sizes. The teacher’s role, in this situation, is that of an enabler and a facilitator who offers input as the need arises.


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References


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