ManuScript Details
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Paper Id:
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IJARW3048
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Title:
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SCAFFOLDING FORMAL LETTER WRITING IN VSTEP PREPARATION: EFFECTS ON GENRE PERFORMANCE AND LEARNER CONFIDENCE AMONG VIETNAMESE EFL UNDERGRADUATES
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 7 Issue 11 |
| Pages: |
9
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| Published On: |
5/10/2026 9:49:01 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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Tran Thi My Hanh |
| Institute: |
(1) Institute for Excellence in Education and Research, Thai Nguyen University |
Co - Author Details
| Author Name |
Author Institute |
| Nguyen Hong Hanh |
School of Foreign Languages |
Abstract
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Research Area:
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Languages and Literature |
| KeyWord: |
scaffolding, formal letter writing, VSTEP, Zone of Proximal Development, L2 writing, Vietnamese EFL |
| Abstract: |
Formal letter writing remains one of the most demanding components of the VSTEP examination for many Vietnamese university students, however it has received comparatively little attention in the pedagogical literature. This study examines whether a structured scaffolding program can improve Writing Task 1 performance among students in the High-Quality Training Program at the University of Economics and Business Administration (TUEBA), Thai Nguyen University - a population for whom VSTEP B2 certification is a non-negotiable graduation requirement. Forty third-year students participated in an eight-week action research intervention built around three scaffolding types: hard scaffolding through writing templates and annotated model texts, soft scaffolding through teacher-led Socratic questioning, and peer scaffolding through guided review sessions. Pre- and post-intervention writing scores were compared using paired-samples t-tests, and student confidence was tracked at three time points via a Likert-scale questionnaire. Using the official VSTEP four-criterion rubric (each criterion scored 0 -10), the intervention produced significant gains across all criteria (p < .001), with formal register and task fulfilment showing the largest improvements. Students also reported substantially greater confidence in composing formal letters independently. The findings are discussed in relation to Vygotsky's Zone of Proximal Development and Bruner's scaffolding framework, and practical recommendations are offered for VSTEP writing instructors. |
Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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Tran Thi My Hanh, Nguyen Hong Hanh, "SCAFFOLDING FORMAL LETTER WRITING IN VSTEP PREPARATION: EFFECTS ON GENRE PERFORMANCE AND LEARNER CONFIDENCE AMONG VIETNAMESE EFL UNDERGRADUATES", International Journal Of All Research Writings,
vol. 7, no. 11, pp. 172-180, 2026.
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MLA
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Tran Thi My Hanh, Nguyen Hong Hanh "SCAFFOLDING FORMAL LETTER WRITING IN VSTEP PREPARATION: EFFECTS ON GENRE PERFORMANCE AND LEARNER CONFIDENCE AMONG VIETNAMESE EFL UNDERGRADUATES." International Journal Of All Research Writings,
vol 7, no. 11, 2026, pp. 172-180.
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APA
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Tran Thi My Hanh, Nguyen Hong Hanh (2026). SCAFFOLDING FORMAL LETTER WRITING IN VSTEP PREPARATION: EFFECTS ON GENRE PERFORMANCE AND LEARNER CONFIDENCE AMONG VIETNAMESE EFL UNDERGRADUATES. International Journal Of All Research Writings,
7(11), 172-180.
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SCAFFOLDING FORMAL LETTER WRITING IN VSTEP PREPARATION: EFFECTS ON GENRE PERFORMANCE AND LEARNER CONFIDENCE AMONG VIETNAMESE EFL UNDERGRADUATES
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SCAFFOLDING FORMAL LETTER WRITING IN VSTEP PREPARATION: EFFECTS ON GENRE PERFORMANCE AND LEARNER CONFIDENCE AMONG VIETNAMESE EFL UNDERGRADUATES
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