Collective scaffolding in virtual collaborative writing: A study during emergency remote teaching in Indonesia

Along with online education and emergency remote teaching trends during the COVID-19 pandemic, collective scaffolding within virtual collaboration in an academic writing course is still under investigation. To fill gap, this present study explored to what extent provided collaborative helped learners complete tasks examined EFL university students’ responses learning activity. Guided by a qualitative case design framework, 43 students, who attended course, voluntarily participated study. The data were collected through multiple sources such as work artifacts (photographs descriptions), questionnaire, teacher’s written reflective journals of Zoom class video recordings research instruments. A thematic analysis category system was applied answer formulated questions. findings reveal that occurred text co-construction process. Further, allowed L2 improvements, mutual support, contribution. Additionally, activity assisting monitoring teacher significant group deliberation development. Although technology-assisted sounds possible affordable, few students felt disappointed they experienced some technological constraints unexpected dynamics. Some groups successfully achieved social dimensions easily; while others needed longer time reach development productivity.