ACKNOWLEDGEMENTS I
ABSTRACT Ii
TABLE Of CONTENTS Iii
CHAPTER I INTRODUCTION
1.1. Introduction 2
1.2. Statement Of The Problem 2
1.3. Purpose Of The Study 3
1.4. Research Questions 3
1.5. Significance Of The Study 4
1.6. Organization Of The Study 5
1.7. Definition Of The Terms 6
1.8. Summary 6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1. Introduction 8
2. 2. The Philosophy Behind This Study: Sociocultural Perspective 8
2.2.1. Writing In Vygotsky’s School Of Thought 10
2.2.1.1. More Knowledgeable Other Or MKO 10
2.2.1.2. Elaboration Of ZPD 11
2.3. Scaffolding In Classroom Situations 12
2.3.1. Facilitative Methods In Scaffolding 13
2.3.2. Characteristics And Critical Features Of Scaffolded Instruction 14
2.3.3. Challenges And Benefits Of Scaffolding 15
2.3.3.1. Challenges 15
2.3.3. 2. Benefits 16
2.3.4. Peer Interaction: A Good Illustration And System Of Scaffolding   17
2.4. Mediation And Writing 17
2.5. Accuracy 19
2.6. Writing English And Pair Work An Important Issue In Iranian Context 19
2.7. Arguments For And Against Pair Work In Writing: To Use It Or Not To? 21
2.8. Small Groups Or Large Ones? Which Yields Better Results? 23
2.9. Advantages Of Pair Work 24
2.10. A Large Number Of Literature Supporting Pair Work 26
2.11. Summary 33
CHAPTER III DESIGN AND METHODOLOGY
3.1. Introduction 35
3.2. Design Of The Study 35
3.2.1.Procedure 37
3.3. Site Of The Study 42
3.4. Participants Of The Study 42
3.5. Research Instruments 42
3.6. Data Collection 43
3.7. Data Analysis 43
3.7.1. Accuracy Measurement 43
3.8. Summary 44
CHAPTER IV FINDINGS
4.1. Introduction 46
4.2. Background Information 46
4.2.1. Students’ Background Information 46
4.2.3. Language Instructor’s Background Information 47
4.3. Research Question 47
4.5. Summary 54
CHAPTER V DISCUSSION And CONCLUSION
5.1. Introduction 56
5.2. Summary Of The Study 56
5.3. Discussion 57
5.4. Pedagogical Implications 59
5.5. Recommendations For Future Research 61
5.6. Limitations Of The Study 62
5.8. Conclusion 62
REFERENCES 64
APPENDICES 75