The study examined a peer collaborative drama activity in a college EFL class. Based on Vygotsky’s concept of the zone of proximal development (ZPD) and its scaffolding ideas, this study aimed at six functional actions of scaffolding in the peer collaborative drama activity to improve the EFL learners’ language competence. The students in the class were divided into small groups. The drama activity was separately performed in each group. The research subjects were seven students in the same group. Two driving interaction modes － between more capable and less capable peers as well as between the instructor and the students
－were geared up within the process of the activity. The results of this study indicated that the learners’ communicative zone of proximal development could be activated by the mediation of peer collaboration and instructional intervention. The instrumental acts utilized to elicit effective mediation were commented for further scaffolding application to other EFL/ESL peer collaborative drama activity. 本研究主要探討在外語教學課程中一個由同儕合作完成的戲劇活動。依據維高斯基最近發展區理論及其鷹架理論，本研究結合鷹架理論中的六大功能行動，運用在同儕合作的戲劇活動中，用以增進學生的外語及溝通能力。本活動以小組方式分別進行戲劇表演活動，其中一組有七名學生被列為觀察研究對象。在活動過程中，以該組學生在同儕合作及教師介入指導的互動情形作為主要觀察項目，經紀錄分析其互動行為對學習所產生的影響，本研究發現：經由同儕合作及教師適時介入指導的過程，學習者得以在原具能力及潛在能力的協調之中持續進步，此即展現了維高斯基的最近發展區之影響力。最後，根據結果分析及觀察發現，本研究提出顯見的多項任務操作之控制要項，作為其他英語教學課程中戲劇活動設計之參考。
