SCAFFOLDED ANALYTIC RUBRIC-BASED PEER EVALUATION FOR FOSTERING COHESION AND COHERENCE IN ARGUMENTATIVE ESSAYS
DOI:
https://doi.org/10.24191/ij.v13i2.9754Abstract
The present conceptual paper proposes scaffolding, and peer evaluation as key pedagogical approaches to address inherent challenges novice student-writers face when composing their argumentative essays, particularly in achieving cohesion and coherence. Drawing on Vygotsky’s (1978) concept of the Zone of Proximal Development (ZPD) in sociocultural theory, together with studies on cohesion and coherence, argumentative writing, empirical evidence on peer evaluation, scaffolded peer evaluation, and analytic rubric-based instruction, this paper advances a conceptual framework. Specifically, the framework conceptualises the synergy between two pedagogical constructs; derived from the approaches of scaffolding and peer evaluation, using an analytic rubric as a mediating tool as well as three learner constructs; feedback literacy, reflective awareness, and metacognitive awareness, among others, that can collectively foster the development of students’ argumentative essays. Through the internalisation and application of these practices, students are expected to demonstrate improved cohesion and coherence in their argumentative essays while simultaneously developing greater confidence in generating and providing constructive, effective feedback on peers’ essays of the same genre. The paper concludes by underscoring pedagogical implications for English as a Second Language (ESL) and English as a Foreign Language (EFL) tertiary education writing classrooms and recommending avenues for future empirical validation.
Keywords: Cohesion and coherence; Argumentative essays; Scaffolding; Analytic rubric; Peer evaluation; ESL and EFL writing pedagogy
References
Ahmad, M., Shah, S. K., & Mushtaq, M. (2019). Cohesion in argumentative writing: A case study of Pakistani essay writers. DilemasContemporáneos: Educación, Política y Valores, 6, 1–26. https://doi.org/10.46377/dilemas.v27i1.1578
Aimah, F. R., &Suhartoyo, E. (2024). A decade of Indonesian EFL students' voices toward peer feedback practices during synchronous and asynchronous periods: A systematic literature review. Journal on English as a Foreign Language, 14(1), 48–72. https://doi.org/10.23971/jefl.v14i1.7247
Aisarova, A., &Amangazina, A. (2025). Benefits and challenges of peer assessment in higher education: A comprehensive literature review. SDU Bulletin: Pedagogy and Teaching Methods, 1(70). https://repository.sdu.edu.kz/handle/123456789/1870
Al-Ghazo, A., &Ta’amneh, I. (2021). Evaluation and grading of students’ writing: Holistic and analytic scoring rubrics. Journal for the Study of English Linguistics, 9(1), 77–93. https://doi.org/10.5296/jsel.v9i1.19060
Aljohani, N. J. (2022). Longitudinal study of a procedure for training low-proficiency English language students. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), Article 27. https://doi.org/10.1186/s40862-022-00154-5
Al Khotaba, E. (2022). Cohesive connectivity in argumentative writing by EFL students. Global Journal of Foreign Language Teaching, 12(4), 293–300.
Allagui, B. (2024). A scaffolding intervention to improve self-efficacy in source-based argumentative writing. Frontiers in Psychology, 15, Article 1454104. https://doi.org/10.3389/fpsyg.2024.1454104
AlMarwani, M. (2020). Academic writing: Challenges and potential solutions. Arab World English Journal, 11(6), 114–121. https://doi.org/10.24093/awej/call6.8
Alqasham, F. H., Al-Ahdal, A. A. M. H., &Babekir, A. H. S. (2021). Coherence and cohesion in Saudi EFL learners’ essay writing: A study at a tertiary-level institution. Asian EFL Journal Research Articles, 28(1.1), 8–25
Alqassab, M. J. N. H., Strijbos, J. W., Panadero, E., Fernández Ruiz, J., Warrens, M., & To, J. (2023). A systematic review of peer assessment design elements. Educational Psychology Review, 35, Article 18. https://doi.org/10.1007/s10648-023-09723-7
Ariyanti, A., & Fitriana, R. (2017). EFL students’ difficulties and needs in essay writing. In Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press. https://doi.org/10.2991/ictte-17.2017.4
Azmar, K., & Razali, A. B. (2024). Teaching and learning English academic writing in Malaysian tertiary context. Universal Journal of Educational Research, 12(3), 49–56. https://doi.org/10.13189/ujer.2024.120301
Biton, Y. (2025). Student reflections on peer assessments: Benefits and challenges in a mathematics class. Educational Process: International Journal, 14, Article e2025003. https://doi.org/10.22521/edupij.2025.14.3
Caux, C. B., & Pretorius, L. (2024). Learning together through collaborative writing: The power of peer feedback and discussion in doctoral writing groups. Studies in Educational Evaluation, 101, Article 101379. https://doi.org/10. 1016/j.stueduc.2024.
Cheng, X., & Zhang, L. J. (2024). Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study. Studies in Educational Evaluation, 81, Article 101337. https://doi.org/10.1016/j.stueduc.2024.101337
Ciampa, K., & Wolfe, Z. M. (2023). From isolation to collaboration: Creating an intentional community of practice within the doctoral dissertation proposal writing process. Teaching in Higher Education, 28, 487–503. https://doi.org. 10.1080/13562517.2020
1822313
Colombo, L., & Rodas, E. L. (2021). Interdisciplinarity as an opportunity in Argentinian and Ecuadorian writing groups. Higher Education Research & Development, 40, 207–219. https://doi.org/10.1080/07294360.2020.1756750
Cox, G. C., Morrison, J., & Brathwaite, B. H. (2015). The rubric: An assessment tool to guide students and markers. In Proceedings of the 1st International Conference on Higher Education Advances (HEAd’15) (pp. 26–32). Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAd15.2015.414
Cui, Y., Schunn, C. D., Gai, X., Jiang, Y., & Wang, Z. (2021). Effects of trained peer vs. teacher feedback on EFL students’ writing performance, self-efficacy, and internalization of motivation. Frontiers in Psychology,12. https://doi.org/10.3389/fpsyg.2021.788474
Cui, Y., & Schunn, C. D. (2024). Peer feedback that consistently supports learning to write and read: Providing comments on meaning-level issues. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2024.2364025
Diep, G. L., & Diep, L. T. N. (2024). An analysis of coherence and cohesion in English majors’ academic essays. International Journal of Language Instruction, 3(3). https://doi.org/10.54855/ijli.24331
Do, T. B. Thuy. (2023). Effects of scaffolded peer review training on revision quantity and quality in foreign language writing. Iranian Journal of Language Teaching Research, 11(2), 55–73. https://doi.org/10.30466/ijltr.2023.121330
Double, K. S., McGrane, J. A., &Hopfenbeck, T. N. (2019). The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educational Psychology Review, 32(2), 481–509. https://doi.org/10.1007/s10648-019-09510-3
Donato, R. (2004). Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics, 24, 284–302. https://doi.org/10.1017/S026719050400011X
Eika, E. (2021a). Is peer feedback helpful when learning literature review writing? A study of feedback features and quantity. English Linguistics Research, 10(1), 10–25. https://doi.org/10.5430/elr.v10n1p10
Eika, E. (2021b). Literature review writing as a learner-centric process by beginner-level research students: How effective are rubrics for assessing students’ writing? European Journal of English Language and Literature Studies, 9(4), 45–62. https://doi.org/10.37745/ejells.2013
Fadillah, S. M., & Ha, M. (2024). Using rubrics to enhance accuracy of peer assessment and self-judgment in biology learning. Asia-Pacific Science Education, 10(2), 265–288. https://doi.org/10.1163/23641177-BJA10080
Fleckney, P., Thompson, J., & Vaz-Serra, P. (2024). Designing effective peer assessment processes in higher education: A systematic review. Higher Education Research & Development, 44(2), 386–401. https://doi.org/10.1080/07294360.2024.2407083
Fujishiro, H. (2009). “Mojūruraitingu” no kaihatsu to bunshōkyōikuniokerujissenjirei [Development of “module writing” and its application to writing education]. Unit for Science and Technology Communication, Hokkaido University, 11(6), 92–101.
Fujishiro, H. (2011). Hasshinryoku no kitaekatasōsharu media katsuyōjutsu [Honing communication skills: Ability to use social media]. PHP Institute.
Goh, C. C. M., & Vandergrift, L. (2022). Teaching and learning second language listening: Metacognition in action. Routledge.
Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing: An applied linguistic perspective. Longman.
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. Longman.
Ho, W. W. Y., & Lau, Y. H. Y. (2025). Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model. Teaching and Teacher Education, 157, Article 104947. https://doi.org/10.1016/j.tate.2025.104947
Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
Hyland, K. (2019). Second language writing (2nd ed.). Cambridge University Press.
Ketonen, L., Nieminen, P., &Hähkiöniemi, M. (2020). The development of secondary students’ feedback literacy: Peer assessment as an intervention. Journal of Educational Research, 113(6), 407–417. https://doi.org/10.1080/00220671.2020. 183.5794
Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344–348. https://doi.org/10.1016/j.learninstruc.2009.08.005
Kostopoulou, S., & O’Dwyer, F. (2021). “We learn from each other”: Peer review writing practices in English for academic purposes. Language Learning in Higher Education, 11, 67–91. https://doi.org/10.1515/cercles-2021-2006
Latipova, N. V. K. (2023). The concepts of cohesion and coherence: Their function in text analysis. Journal of Advanced Linguistic Studies, 10(1), 47–56.
Lavelle, E., &Bushrow, K. (2007). Writing approaches of graduate students. Educational Psychology, 27(6), 807–822.
https://doi.org/10.1080/01443410701366001
Le, L. V., Nguyen, B. T. T., & Nguyen, V. H. (2025). Cohesion in Vietnamese EFL argumentative writing: An analysis of types and erroneous use of cohesive devices. Hue University Journal of Science: Social Sciences and Humanities, 134(6B), 23–49. https://doi.org/10.26459/hueunijssh.v134i6B.7705
Ministry of Education. (2013). Malaysia Education Blueprint 2013–2025. Ministry of Education Malaysia.
Mallahi, O. (2024). Exploring the status of argumentative essay writing strategies and problems of Iranian EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 19. https://doi.org/10.1186/s40862-023-00241-1
Mulyati, Y., &Hadianto, D. (2023). Enhancing argumentative writing via online peer feedback-based essay: A quasi-experiment study. International Journal of Instruction, 16(2), 195–212. https://doi.org/10.29333/iji.2023.16212a
Musoeva, A. (2023, April). The importance of academic writing in improving students’ research writing. Paper presented at the Modern Scientific Directions of Teaching Humanities, Tashkent.
Ono, K., & Matsushita, K. (2016). Shonenjikyōikuniokerurepōtohyōka [Evaluating reports for first-year teaching]. In K. Matsushita & T. Ishii (Eds.), Akutiburāningu no hyōka [Active learning evaluation] (pp. 26–43). Toshindo.
Ozfidan, B., & Mitchell, C. (2022). Assessment of students’ argumentative writing: A rubric development. Journal of Ethnic and Cultural Studies, 9(2), 121–133. https://doi.org/10.29333/ejecs/1064
Panadero, E., & Jonsson, A. (2020). A critical review of the arguments against the use of rubrics. Educational ResearchReview, https://doi.org/10.1016/j. edurev.2020.100329
Panadero, E., Jonsson, A., Pinedo, L., & Fernández-Castilla, B. (2023). Effects of rubrics on academic performance, self-regulated learning, and self-efficacy: A meta-analytic review. Educational Psychology Review, 35, Article 113. https://doi.org/10.1007/s. 10648-023-09823-4
Pardede, P. (2024). Collaborative writing in EFL settings: A review. Journal of English Teaching, 10(1), 92–109. https://doi.org/10.33541/jet.v10i1.5631
Pavavijarn, S. (2022). Influences of thematic progression on quality of EFL argumentative writing. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 282–319
Pham, V. P. H. (2023). The impacts of collaborative writing on individual writing skills. Journal of Psycholinguistic Research, 52(8), 1221–1236. https://doi.org/10.1007/s10936-023-09939-2
Phuong, H. Y., Phan, Q. T., & Le, T. T. (2023). The effects of using analytical rubrics in peer and self-assessment on EFL students’ writing proficiency: A Vietnamese contextual study. Language Testing in Asia, 13, Article 42. https://doi.org/10.1186/s40468-023-00256-y
Priangan, Y., Saleh, M., & Rukmini, D. (2020). Cohesion and coherence in undergraduate students’ argumentative essays. English Education Journal, 10(1), 88–95. https://journal.unnes.ac.id/sju/eej/article/view/32388/14055
RahmtAllah, E. A. E. (2020). EFL students’ coherence skill in writing: A case study of third-year students of Bachelor’s in English Language. English Language Teaching, 13(8), 120–130. https://doi.org/10.5539/elt.v13n8p120
Raza, N., Sarwar, S., & Qasim, A. (2025). Cohesion in ESL argumentative essays: An SFL analysis of university students’ writing across Punjab. PSSR Journal, 4(1), 36–51. https://ojs.pssr.org.pk/journal/article/view/1024/825
Resa Nadia, T., Fatmawaty, T., &Bantulu, Y. (2023). An analysis of students’ cohesion and coherence in writing argumentative essay. Jurnal Pembangunan Didaktik Bahasa dan Sastra. https://journal.universitaspahlawan.ac.id/index.php/jpdk/article/view/11833/9084
Rouhi, A., Dibah, M., & Mohebbi, H. (2020). Assessing the effect of giving and receiving written corrective feedback on improving L2 writing accuracy: Does giving and receiving feedback have fair mutual benefit? Asian-Pacific Journal of Second and Foreign Language Education, 5, Article 11, 1–14
Samad, I. A., Fitriani, S. S., Qismullah Yusuf, Y., & Bahri Ys, S. (2024). Scaffold the writing of argumentative texts to undergraduate students through genre-based pedagogy. LEARN Journal: Language Education and Acquisition Research Network, 17(2), 196–222
Siekmann, L., Parr, J., & Busse, V. (2022). Structure and coherence as challenges in composition: A study of assessing less proficient EFL writers’ text quality. Assessing Writing, 54, Article 100672
Stančić, M. (2021). Peer assessment as a learning and self-assessment tool: A look inside the black box. Assessment & Evaluation in Higher Education, 46(6), 852–864. https://doi.org/10.1080/02602938.2020.1828267
Sutrisno, D. B., &Martora, J. (2024). First-year Indonesian EFL university students’ reflections about peer feedback and teacher feedback in paragraph writing course. JurnalPasifikPendidikan, 3(2), 112–120
Taylor, B., Kisby, F., & Reedy, A. (2024). Rubrics in higher education: An exploration of undergraduate students’ understanding and perspectives. Assessment & Evaluation in Higher Education, 49(5), 799–809. https://doi.org/10.1080/02602938. 2023.2299330
Thomas, G., Martin, D., &Pleasants, K. (2011). Using self- and peer-assessment to enhance students’ future-learning in higher education. Journal of University Teaching & Learning Practice, 8(1).
Tong, Y., Schunn, C. D., & Wang, H. (2023). Why increasing the number of raters only helps sometimes: Reliability and validity of peer assessment across tasks of different complexity. Studies in Educational Evaluation, 76,101233. https://doi.org/10.1016/j.stueduc.2022.101233
Tsuji, K. (2021). Developing and evaluating a scoring rubric for argumentative essays: A module-based approach. UrbanScope, 12, 1–13. https://urbanscope.lit.osaka-cu.ac.jp/journal/pdf/vol012/01-tsuji.pdf
Tuzcu-Eken, D. (2021). Peer evaluation in writing: How to implement efficiently. International Online Journal of Education and Teaching (IOJET), 8(2), 691–708
Van Heerden, M., &Bharuthram, S. (2021). Knowing me, knowing you: The effects of peer familiarity on receiving peer feedback for undergraduate student writers. Assessment & Evaluation in Higher Education, 46(8), 1191–1201. https://doi.org/10.1080/02602938.2020.1863910
Vuogan, A., & Li, S. (2022). Examining the effectiveness of peer feedback in second language writing: A meta-analysis. TESOL Quarterly, 57(1). https://doi.org/10. 1002/tesq.3178
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.; A. R.
Luria, M. Lopez-Morillas, & M. Cole, with J. V. Wertsch, Trans.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wei, Y., & Liu, D. (2024). Incorporating peer feedback in academic writing: A systematic review of benefits and challenges. Frontiers in Psychology, 15, Article 1506725. https://doi.org/10.3389/fpsyg.2024.1506725
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://sachafund.wordpress. com/wp-content/uploads/2018/10/wood_et_al-1976-journal_of_child_psychology_an d_psychiatry.pdf
Xiao, L. (2024). A scaffolding teaching design: Reading for writing. International Journal of Education & Humanities, 15(2), 269–272. https://doi.org/10.54097/jc4np221
Yang, A., Brown, A., Gilmore, R., & Persky, A. M. (2022). A practical review for implementing peer assessments within teams. American Journal of Pharmaceutical Education, 86(7), Article 8795. https://doi.org/10.5688/ajpe8795
Yu, S., & Liu, C. (2021). Improving student feedback literacy in academic writing: An evidence-based framework. Assessing Writing, 48, Article 100525. https://doi.org/10.1016/j.asw.2021.100525
Zhang, J., & Zhang, L. J. (2025). Examining L2 students’ development of global cohesion and its relationship with their argumentative essay quality. International Review of Applied Linguistics in Language Teaching, 63(2), 1031–1058. https://doi.org/10.1515./iral-2023-0069
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nursyahirah binti Saiful Maznan
This work is licensed under a Creative Commons Attribution 4.0 International License.
