Improving Essay Writing skills through Scaffolding Instructions in Grade Six Bhutanese Students

  • Lhadon Lhadon Trashi Yangtse Lower Secondary School, Bhutan
  • Cheki Wangmo Tongmijangsa Primary School, Bhutan
Keywords: Writing, Scaffolding Instruction, Learning Achievement, Learning Satisfaction


This study aimed at investigating the effectiveness of Scaffolding Instruction on learning achievement and satisfaction of 22 Grade Six Bhutanese students in English essay writing skills. The study was conducted in one of the semi-urban schools in eastern Bhutan.  A mixed methods approach was employed. The study was carried out in the second semester of 2021 for a period of one month. The quantitative data gathered from the achievement tests were analyzed using paired t-tests.  The mean score of the pretest and the posttest were 1.8 and 2.9 respectively. The mean score of the posttest is higher than that of the pretest with a mean difference of 1.1. Most importantly, the statistical analysis of using 6+1 writing traits through Scaffolding Instruction revealed that there is an improvement in all the seven writing traits in the posttest. It is observed that for all the writing traits, the mean score of the posttest is higher than that of the pretest with a mean difference of; 1) Idea 0.6, 2) Organization 1.5, 3) Voice 1, 4) Convention 1.5, 5) Word Choice1.1, 6) Sentence Fluency 1.3, and 7) Presentation 1.5 respectively. Similarly, the responses from the satisfaction survey questionnaires were analyzed using descriptive statistical analysis, grouped into four themes: Independent learner, Confidence, Improved writing skills, and Organization of ideas. Four emerging themes were rated on 5-point Likert Scale and the levels of satisfaction were interpreted in percentage. Amongst the four themes, the highest level of satisfaction was rated for the theme ‘Confidence’ with 65% of ‘strongly agree’ followed by ‘Independent learner’ (59%), ‘Improved writing skills’ (56%) and ‘Organization of ideas’ (50%).