Tipo: artículo

Metodología: estudio empírico

Temas: andamiaje/scaffolding

Resumen:

Regarding the three main features of scaffolding, namely, contingency, fading, and the transfer of responsibility, contingency entails the assistance adjusted to a learner’s existing level of understanding. The present study investigated the effect of the model of contingent teaching on improving Iranian English as a foreign language (EFL) learners’ overall writing performance (opinion essays), and in terms of writing components; namely, task response, coherence and cohesion, lexical resource, and grammatical range and accuracy. Moreover, the study aimed at investigating which component was mostly affected by the model. Based on convenience sampling, 60 female EFL learners of English in a language school between the ages of 20 and 30 were chosen from four intact classes. After conducting the Oxford placement test to ensure the...

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Tipo: artículo

Metodología: trabajo teórico

Temas: formación de profesores

Resumen:

Given emerging trends in where, why, how, and to what end English language teachers are being prepared, we argue that greater attention to the design, enactment, and consequences of language teacher education (LTE) pedagogy is critical in order to meet the needs of current and future English language teachers in an increasingly diverse, mobile, unequal, and globalized world. Through our experiences and conviction as researchers and teacher educators, we position a Vygotskian sociocultural theoretical perspective as foundational to informing and transforming LTE pedagogy. In this essay, we offer eight interrelated propositions that we believe constitute LTE pedagogy as a central domain for the knowledge-base of LTE.

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

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Guided by sociocultural theory, this single-case narrative inquiry views language assessment literacy development as a process of language assessment concept formation and examines how a teacher’s language assessment concepts were formed, what sociocultural elements mediated those concept formations, and how the focal teacher emotionally experienced those concept formations. To fulfill these aims, approximately 15 hours of audio and video data were collected from a novice Vietnamese teacher of English as a foreign language via interviews, classroom observations, and verbal reports. The data were transformed into narrative vignettes which were then subject to directed content analysis guided by...

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Tipo: artículo

Metodología: trabajo teórico

Temas: formación de profesores

Resumen:

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Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner researcher development (LPRD), there is less conceptualization of how LPRD is manifested in relation to environments where language practitioners work. In this contribution to the special issue on inclusive practitioner research, we draw on sociocultural and ecological systems theories to present a...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Inspired by Vygotsky’s sociocultural theory and Storch’s framework of peer interaction, this study investigated the nature and outcome of peer interaction in EFL (English as a foreign language) learners’ peer review and revision activities. During two 16-week semesters, 32 lower-intermediate learners participated in an Advanced Writing university course. Each of the learners wrote and revised six one-paragraph writing assignments and exchanged peer negotiated feedback in pairs. The qualitative analysis of their recorded dialogues revealed that although the learners were nearly at the same proficiency level, they adopted a variety of patterns of interaction including collaborative, expert/novice, dominant/dominant, and dominant/passive. Collaborative and dominant/passive patterns were the most and the least frequent patterns,...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This quasi-experimental mixed-methods study examined how ChatGPT-mediated rehearsal activities influence English as a second language (ESL) learners’oral proficiency and technology acceptance. Sixty-eight undergraduates were divided into artificial intelligence (AI)-assisted and teacher-led rehearsal groups over 16 weeks. Using repeated-measures analysis and thematic interviews, the results showed observable improvement in fluency and pronunciation among ChatGPT users (Hedges’ g = .72, p .01), while accuracy gains remained modest. Technology acceptance model analysis indicated that perceived usefulness and enjoyment were key predictors of engagement, aligning with sociocultural theory’s emphasis on scaffolding and self-regulation. Qualitative data revealed iterative feedback and reduced anxiety as mediating processes. The findings...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

This study investigates the impact of cognitive apprenticeship on the speaking proficiency of English as a foreign language (EFL) learners. The study follows a randomized pre-test–post-test control group design, with an experimental group receiving instruction based on cognitive apprenticeship principles and a control group receiving conventional instruction. Sixty intermediate Iranian EFL learners participated in this study. The participants’ speaking proficiency was assessed using the Preliminary English Test (PET) and two IELTS speaking tests. Trained examiners evaluated the participants’ performance on the basis of established speaking proficiency criteria. The results indicate that the experimental group, which received instruction following cognitive apprenticeship principles, outperformed the control group in terms of speaking...

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Tipo: artículo

Metodología: estudio empírico

Temas: teoría sociocultural

Resumen:

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Sociocultural theory (SCT) is a powerful basis for exploring and guiding L2 (second/foreign language) learner development. For the most part, however, the focus of classroom SCT-L2 has been on single activities, for example, teacher mediation of learners’ writing process or peer scaffolding. In this paper, we expand on these studies, building on Vygotsky’s (1997) metaphor of teacher as a creator of learner development. We propose how activities (1) where agency for guiding development lies with learners, (2) where the teacher takes the lead in guiding learner development, and (3) where opportunities for development emerge in dialogical interaction between the teacher and learners can be...

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Tipo: artículo

Metodología: estudio empírico

Temas: teoría sociocultural

Resumen:

The present article argues for a conceptual distinction between corrective feedback and mediation that emphasizes the status of the latter not as an instructional practice but as a defining feature of human psychology (Vygotsky, 1987) that has direct implications for how instruction might be approached. Specifically, Sociocultural Theory (SCT) posits that humans are always and everywhere mediated, as individuals draw upon meanings and ways of thinking they have already internalized as well as those that are available in their immediate environment to regulate their actions. With regard to second language (L2) education, rather than exclusively focusing on learner independent performance or whether learners improve following application of a particular corrective feedback strategy, a view of learner performance as a mediated process...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

This study examines the design, implementation, and outcomes of a mobile-assisted Korean language (MAKL) blended course that aims to enhance learning of Korean as a foreign language (KFL) at university level. This course, which is grounded in the attention, relevance, confidence, and satisfaction (ARCS) motivational framework and a triarchic model of cognition, emotion, and language performance, integrates multimedia resources, LINE-based scaffolding, and culturally immersive peer interactions with the goal of promoting engagement and self-regulated learning. The findings of this research reveal that the participating students achieved significant linguistic growth, improved their emotional resilience, and developed adaptive strategies that enabled them to overcome linguistic, cognitive-affective, technical, and self-regulatory...

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