Unlocking CEFR Potentials: Insights from Scaffolded Instruction to Boost EFL low-performing students' Writing Performance

Abstract

Assisting students in achieving proficiency in writing has been a longstanding priority for teachers worldwide, particularly in the Algerian context where official exams heavily rely on written performance. In this regard, the application of the CEFR Framework holds the potential to address this issue. Therefore, this article delves into the role of CEFR-based instruction in scaffolding the development of writing skills among students with beginner-level proficiency in English. It does not only seek to investigate teachers' perceptions regarding the effectiveness of CEFR-based instruction in achieving proficiency in writing but also aims to identify strategies for scaffolding EFL students' writing performance. To accomplish this, a sequential exploratory mixed methods design was employed. Various data collection tools were utilized, including researchers' reflections, semi-structured interviews with 5 local teachers, and a questionnaire surveying 56 national teachers across 19 wilayas. The findings shed light on the main CEFR-focused strategies that range from sequential learning, skill integration, real-life focused content to natural skill development, modelling, supplementary materials and cross-cultural awareness. Additionally, a CEFR-focused differentiation mechanism to scaffolding students' writing, especially for low-performing learners, is presented along with its implications particularly those related to merging this CEFR-driven mechanism with Artificial Intelligence.

Keywords

• CEFR
• Teaching
• Writing Skills
• Scaffolding

CEFR Potansiyelini Ortaya Çıkarmak: Başarısı Düşük EFL Öğrencilerinin Yazma Performansını Artırmak için Basamaklı Öğretimden Elde Edilen Bulgular

Öz

Öğrencilerin yazma becerilerinde yeterlilik kazanmalarına yardımcı olmak, dünya genelinde öğretmenler için uzun süredir öncelikli bir hedef olmuştur. Bu durum, özellikle resmi sınavların büyük ölçüde yazılı performansa dayandığı Cezayir bağlamında daha da önem kazanmaktadır. Bu bağlamda, Avrupa Dilleri Ortak Çerçeve Programı (CEFR)'nin uygulanması bu soruna çözüm getirme potansiyeline sahiptir. Bu makale, İngilizceye başlangıç düzeyinde hâkim olan öğrencilerin yazma becerilerinin gelişimini desteklemede CEFR temelli öğretimin rolünü incelemektedir. Yalnızca öğretmenlerin, CEFR tabanlı öğretimin yazma becerilerinde yeterlilik sağlamadaki etkinliğine ilişkin algılarını araştırmayı değil, aynı zamanda İngilizceyi yabancı dil olarak öğrenen öğrencilerin yazılı performanslarını desteklemeye yönelik stratejileri belirlemeyi de amaçlamaktadır. Bu amacı gerçekleştirmek için sıralı keşifsel karma yöntem araştırma deseni kullanılmıştır. Araştırmacıların yansımaları, 5 yerel öğretmenle yapılan yarı yapılandırılmış mülakatlar ve 19 vilayetten 56 ulusal öğretmeni kapsayan bir anket dâhil olmak üzere çeşitli veri toplama araçları kullanılmıştır. Bulgular, ardışık öğrenme, beceri entegrasyonu, gerçek yaşam odaklı içerik, doğal beceri gelişimi, modelleme, tamamlayıcı materyaller ve kültürlerarası farkındalık gibi çeşitli CEFR odaklı stratejilere ışık tutmaktadır. Ayrıca, özellikle düşük başarı gösteren öğrenciler için yazma becerilerini desteklemeye yönelik CEFR merkezli bir farklılaştırma mekanizması sunulmakta ve bu mekanizmanın Yapay Zeka ile birleştirilmesine ilişkin çıkarımlar ele alınmaktadır.

Anahtar Kelimeler

• CEFR
• Basamakli Ogretim
• Ogretim
• Yazma becerileri

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