Sociocultural Theories in Second Language Acquisition

Mustafa, Mazlina Che; Masnan, Abdul Halim; Alias, Azila; Radzi, Nor Mashitah Mohd

doi:10.6007/ijarbss/v7-i12/3747

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…Sociocultural aspects highlight the significance of context in language learning, while second language learning focuses on how people learn a language other than their mother tongue. The sociocultural context in language research provides a paradigm for rigorously investigating human thought without separating it from its social environment (Lantolf & Thorne, 2006 ; Mustafa et al, 2017 ). The process of meaning-making through collaborative engagement with other members of a particular culture produces second language learners (Vygotsky & Cole, 1978 ).…”

Section: Serious Game Design Model For Language Learning (Ksgdm)mentioning

confidence: 99%

Serious game design model for language learning in the cultural context

et al. 2022

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Digital learning environments have been gaining prominence during the last few years. In particular, the rising usage of mobile devices, including smartphones and tabs, has invited researchers to design and develop learning applications and games for such platforms. Mobile applications and games have been developed for learning languages like many other domains. However, most of these games are fun-based and lack a holistic design and development approach. Therefore, as a principal contribution, this research presents a theoretical model for designing language learning games in a cultural context. The proposed model combines the elements of sociocultural theory with the concepts and elements of gamification, keeping in view the requirements and educational settings, including level and mode of education, etc., to ensure the effectiveness and usability of the developed game. Subsequently, based on the proposed model, a Language Learning Game (LLG) has been designed and developed through a systematic process that involves game design, low-fidelity, and high-fidelity prototyping and its validation. The LLG has been evaluated comprehensively at different stages by incorporating standard methods. Whereby this research augments the existing set of heuristics by proposing a number of specialized heuristics for the evaluation of serious games to gauge their conformance to the cultural context. The evaluation results show that the game has overall usability scores of 90%. While the quasi-experiment-based pre-test and post-test have been conducted, the results reveal that the results obtained by LLG are statistically significantly better than adopted mobile application and traditional group.

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Section: Serious Game Design Model For Language Learning (Ksgdm)mentioning

confidence: 99%

Serious game design model for language learning in the cultural context

et al. 2022

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An artificial vocabulary learning assistant

Polyzi

Moussiades

2023

Educ Inf Technol

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This article presents an online application developed to improve vocabulary learning through games, quizzes and interaction with a chatbot. The application was tested experimentally on a sample of twenty proficiency-level students divided into two groups and tested on English vocabulary learning in two stages. In the first stage, the first group of students was the control group, who studied a vocabulary section from the book. The second group was the experimental group, which studied using the proposed application. In the second stage, the two groups were reversed and asked to learn the vocabulary of the second unit. According to experiment results, using the particular application improved students' performance, as, in both tests, students of the experimental group outperformed those of the control group. In addition, the analysis of a questionnaire answered by all students confirmed that most prefer this application over traditional learning methods as they consider it quite enjoyable and easy while agreeing that it helped them learn vocabulary. The application is available on the website: http://users.sch.gr/polizipan.

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Twenty-First Century Learning Skills in Vietnamese Higher Education

Duong,

Duong

2024

Addressing Issues of Learner Diversity in English Language Education

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This study aims to delve into tertiary students' use of 21st century learning skills (4Cs) and explore whether their learning experiences achieved during their learning process had any effects on their 4Cs use. This mixed-methods research involved 204 third-year students majoring in the English language at a private institution in Vietnam. The data were collected from a closed-ended questionnaire and semi-structured interviews. In terms of the 4Cs use, it was shown that the participants employed 4Cs at a high frequency except for the moderate use of the creativity skills. The results also indicated some significant differences between the two cohorts. Specifically, the participants who recognized the merits of learning experiences toward their learning achievements tended to employ collaboration skills more periodically than those with an opposing viewpoint. Another considerable difference in terms of the use of critical thinking skills concerning conducting research perceived by the two groups deserves attention.

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Sociocultural Theories in Second Language Acquisition

Cited by 3 publications

References 7 publications

Serious game design model for language learning in the cultural context

Serious game design model for language learning in the cultural context

An artificial vocabulary learning assistant

Twenty-First Century Learning Skills in Vietnamese Higher Education

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