Incorporating Sociocultural Theory Into English Reading Instruction: A Unit Plan for Chinese EFL Learners

Abstract

The paper incorporated the sociocultural theory into a unit plan of an EFL (English as a foreign language) reading course. The researcher first introduced the definition and relevant studies on the sociocultural theory and L2 (second language) reading, and summarized some interactive studies between the two subjects. Then, the researcher designed a unit plan, which covered several themes of the sociocultural theory, e.g., collaborative scaffolding, self-regulation, and MLE (mediated learning experience). Five successive lesson plans within the unit were then elaborated, with various tasks embedded in each one. All the tasks were designed according to the selected themes, namely, matching game, final word game, and jigsaw activity served as the examples of collaborative scaffolding; tasks like scanning and skimming information in the timeline involved self-regulation; and activities of read-with-songs and read-by-role-play embodied the tenet of MLE. After the five lesson plans, the researcher made the reflection and explained the reasons for the design of the tasks in each lesson plan. Implication for the future studies suggested more experiments be implemented to prove the effectiveness of sociocultural theory in the EFL reading classroom.

Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development

“…Studies have amply verified the utility and efficiency of scaffolding procedures for the development of different foreign or second language skills (Ahmadi Safa & Beheshti, 2018; Ahmadi Safa & Rozati, 2017; Aljaafreh & Lantolf, 1994; Jumaat & Tasir, 2016; Lantolf & Thorne, 2006; Molenaar, et al, 2011; Molenaar & Roda, 2008; Nassaji & Swain, 2000; Ohta, 2001; Smith & Higgins, 2006; Yang, 2013); however, the study of the comparative efficacy of cognitive and metacognitive scaffolding procedures for different FL skills development in general and listening comprehension development in particular has still only scantly been at the focus of researchers’ attention and hence L2 theorizers and educators have called for more studies in this regard (Goh, 2008).…”

“…Parallel to the studies carried out in general education contexts, researches in SL/FL contexts, though much more limited in number, have explored the comparative impacts of cognitive and metacognitive scaffolding strategies on some aspects of SL/FL learning including metacognitive skills development and problem solving (An & Cao, 2014; Pifarre & Cobos, 2010), academic achievement and success (James, 2010), and reading comprehension (Yang, 2013) and have also confirmed the differential impacts of cognitive and metacognitive scaffolding strategies on the given aspects of second and/or foreign language learning. James (2010), for instance, integrated scaffolding procedure with conferencing, questioning and modeling metacognitive strategies and explored the influence of metacognitive scaffolding on college students’ academic achievement.…”

“…On the other hand, FL learners’ listening comprehension development might be benefited by both cognitive and metacognitive scaffolding procedures on the following grounds: First, as the studies have verified, the development of L2 listening comprehension needs assistance and support (Molenaar & Roda, 2008) and scaffolding type of assistance is preferred over non-scaffolding assistance type in this respect (Ahmadi Safa & Beheshti, 2018; Ahmadi Safa & Rozati, 2017; Beheshti & Ahmadi Safa, 2020; Yang, 2013). Second, according to Goh and Taib (2006), L2 learners should fully comprehend the nature, importance, and demands of second language listening, so that they can be able to monitor, evaluate and manage their learning processes and abilities that are metacognitive in nature.…”

Reading comprehension in a sociocultural context: A case study of Iraqi EFL learners

“…Such a perspective is, in effect, interdisciplinary in which both perspectives of sociocultural theory and SLA have been followed. Hence, the rationale for conducting such a study is in line with the idea presented by some researchers such as Gao (2013). In other words, learning and development need to be approached in the larger social context through mediation, scaffolding and investment in which not only the learners, but significant others, the environment, setting, learners' background knowledge, their cultural, social and psychological belongings are being considered.…”