Improving Cognitive Academic Writing Abilities through Peer Support

Abstract

This paper is based on action research and is an endeavor to reflect on teaching practice as well as to support academic writing among undergraduate students at a public sector university. This is a work in collaboration with co-researchers to analyzes the lack of peer support among the graduate students during their writing workshops. Data were gathered from an undergraduate class that I taught and my co-researchers observed it through classroom visits, observations, surveys and interviews. Both Quantitative and Quantitative methods were used to collect and analyze the data. After analyzing the data through the analytical framework of Lev Vygotsky to observe improvement among the students’ writing abilities. This action research fundamentally informs the teachers about successful scaffolding of students in academic writing through critical self-reflective teaching practices.