Exploring Eap Teachers’ And Learners’ Attitudes Towards The Role Of Scaffolding Strategy In Fostering Learner’ Autonomy In Process Writing.
Mots-clés :
EAP teachers and learners, Scaffolding strategy, Learner autonomy, Process writingRésumé
This study aimed at exploring English for Academic Purposes (EAP) teachers’ and learners’ attitudes towards the role of scaffolding strategy in fostering learner’ autonomy in process writing. Data were collected via two questionnaires administrated to 50 EAP learners and 10 EAP teachers in the department of Economics, Setif 1 university, Algeria. The analysis of the obtained data has revealed that both EAP teachers and learners have positive attitudes towards the role of scaffolding strategy in fostering learner’ autonomy in process writing, and that scaffolding can promote autonomy in writing.
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