Implications of Vygotsky’s sociocultural theory for second language (L2) assessment

Shabani, Karim

doi:10.1080/2331186x.2016.1242459

Cited by 15 publications

(11 citation statements)

References 25 publications

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“…The prompts appeared when students gave wrong answer. The prompts helped students to reconstruct their knowledge so they can find the correct answers (Shabani, 2016). The tests consisted of 67 items and were equipped with prompts for each question.…”

Section: Methodsmentioning

confidence: 99%

Developing a dynamic assessment instrument to assess reasoning skills about bacteria

Khasanah

Ramli

Dwiastuti

2020

Jurnal Penelitian dan Evaluasi Pendidikan

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This study was aimed to develop instruments to assess reasoning skills in the form of dynamic assessment as a formative assessment to improve students’ reasoning skills about bacteria. The cake format and graduated prompting method was used in this study. The instruments were based on the Fact and Proof Diagnostic Test and Structural Communication Grid (SCG) and focused on the correlational reasoning and combinatorial reasoning. The development of the instrument was carried out by compiling test items according to the basic competence of bacteria at the senior high school level, conducting test trials on 93 high school students, and analyzing the results of the instrument trials. Analysis of the test instrument consists of analysis of validity, reliability, level of difficulty, distinguishing features, and effectiveness of the distractor's function. The results showed 53 items from 67 items were valid and equipped with prompts as guiding questions for each item.

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Section: Methodsmentioning

confidence: 99%

Developing a dynamic assessment instrument to assess reasoning skills about bacteria

Khasanah

Ramli

Dwiastuti

2020

Jurnal Penelitian dan Evaluasi Pendidikan

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“…As discussed in previous sections, education practitioners have investigated the sociocultural framework for its potential to enhance teaching and learning practices from various perspectives (Lee, 2015;Poehner & Infante, 2016;Razak, Saeed, & Ahmad, 2013;Samana, 2013;Shaban, 2016a;Turk, 2008. Beyond classroom practices, the approach has been even used as a tool in teacher professional development (Shaban, 2016b;Shaban, Khatib, & Ebadi, 2010).…”

Section: The Implications Of the Vsa On Enhancing Interaction In Efl mentioning

confidence: 99%

“…Central to the sociocultural theory is the idea that human development and learning are mediated or facilitated by tools such as cultural practices, artifacts, various systems for counting, and mnemonic techniques (Gibbons, 2003;Shaban, 2016a;Wells, 1994). According to Vygotsyky (1978), language is a tool par excellence; it is a unique human invention that enables human beings to achieve the goal of social living.…”

Section: Promotion Of Classroom Discoursementioning

confidence: 99%

“…Research outlets in educational psychology have indicated the importance and contribution of the Vygotskian framework to successful teaching and learning in general and in some fields such as sciences and teacher education (Belland, 2017;Haider &Yasmin, 2015;Harland, 2003;Kozulin, 2003;Lindblom, & Ziemke, 2002;Lourenço, 2012;Mahn, 2012;Shaban, 2016b). English language teaching professionals have also explored the contribution of the sociocultural approaches to teaching English as a second or a foreign language from various perspectives in different settings (Lee, 2015;Poehner & Infante, 2016;Rezaee & Azizi, 2012;Samana, 2013;Shaban, 2016a;Turk, 2008).…”

Section: Introductionmentioning

confidence: 99%

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The Relevance of the Vygotsky’s Sociocultural Approaches to Promote Interaction in EFL Classroom

Muhayimana¹

2017

JELTL

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<p class="IFAbodyindent">This paper that is a theoretical inquiry by design aimed at analyzing the importance and implications of the Vygotskian sociocultural approaches (VSA) on teaching and learning English as a foreign language (EFL). Scholarship indicated that EFL learners’ problems are tightly linked to the class culture that oftentimes involves teacher-centered instruction, rote learning, and restricted learner’s involvement and self-motivation in the learning process. It is the premise of this paper that revisiting the class culture and use the VSA will contribute a great deal to addressing some of communication and classroom interaction issues in EFL context. First, at the onset, the paper discussed the relevance of the framework to the teaching and learning of EFL. Second, the study delved into the literature that reviewed the four fundamental components of the framework that are tightly related to promoting language learning and classroom interaction. These concepts include social environment and use of tools vis-à-vis the learning and development process, scaffolding, and the notion of the zone of proximal development. Third, the paper looked into the implications of the VSA on enhancing interaction in EFL classroom that focused on knowledge about learners to better assist them, promotion of classroom discourse, and collaborative learning environment. Fourth, the conclusion underscored the paramount importance of the collaborative learning environment to sustain classroom interaction; that ending section also shed light on the limitations of the VSA and strategies to alleviate them.</p>

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“…In this approach, DA was implemented using the prompts, hints, or cues given when students accomplish the assessment process. The researcher mediated the students to identify and handle errors on each test or the question (Shabani, 2016).…”

mentioning

confidence: 99%

Dynamic assessment on high school biology students’ reasoning skills

Ramli

Khasanah

Dwiastuti

2021

Biosfer

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Reasoning skills of students may be improved through a sort of feedback constructed in the dynamic assessment. The research aims to analyze the effect of dynamic assessment on high school biology students' reasoning skills. The research employs a quasi-experimental method with a pretest-posttest control group design. The participants were students of grade X Science Program (N=61), which were selected purposively. Data on reasoning skills was collected by pretest and posttest focused on the concepts of bacteria. with dynamic assessment method. The data analysis technique employs an Independent sample t-test. The research result indicate that Dynamic Assessment provides better effect on students’ reasoning skills in Bacteria material.

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Implications of Vygotsky’s sociocultural theory for second language (L2) assessment

Cited by 15 publications

References 25 publications

Developing a dynamic assessment instrument to assess reasoning skills about bacteria

Developing a dynamic assessment instrument to assess reasoning skills about bacteria

The Relevance of the Vygotsky’s Sociocultural Approaches to Promote Interaction in EFL Classroom

Dynamic assessment on high school biology students’ reasoning skills

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