Abstract
Peer scaffolding, though well-documented globally, is still underexplored among EFL learners in China, particularly in its application via WeChat for discussion tasks. This multiple-case study research examines how 55 sophomore students from two public universities in China interact and engage in peer scaffolding as they take part in discussion activities as part of EFL learning via WeChat.
The findings delineated eight distinct interactions between the teacher and students and found three factors that disrupted communication. Six modes of peer scaffolding were identified from these different forms of interaction. These modes of peer scaffolding included simpler forms such as Isolated Opinion Sharing and Self-reflected Opinion Sharing, where students focused more on personal perspectives. More sophisticated forms like Prominent Divergent Views, Mediated Exploratory Dialogue, Mild Debate, and Inquisitive Dialogue, however, were increasingly collaborative and critical in terms of meaning co-construction. The findings also revealed how teacher support differed in each peer scaffolding mode and the influence of students’ linguistic competence, environmental conditions, task complexity, group dynamics, and communicative strategies on the efficacy of peer scaffolding. The findings suggest that peer scaffolding, when thoughtfully integrated within online environments and aligned with educational needs, can enhance EFL learners’ confidence in their communicative abilities and, to some extent, their English proficiency. This research contributes insights into how digital platforms like WeChat can effectively support language education through structured peer interactions, underscoring the transformative potential of technology in educational settings. It also provides a roadmap for EFL teachers to guide the effective design and integration of peer scaffolding strategies into their classes.