Vygotsky, Hegel and Education

Derry, Jan

doi:10.1002/9781118368732.ch7

Cited by 1 publication

(1 citation statement)

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“…According to some researchers, interaction in the ZPD requires both a specialist and a beginner; it is claimed that teachers frequently provide planned instructional enhancement (Al Ibrahim et al, 2023). Teachers attempt to engage their learners in interactive learning in exceedingly small groups based on Vygotsky’s sociocultural theoretical approach, which states that all learning results from social interaction (Derry, 2013).…”

Section: Introductionmentioning

confidence: 99%

A Sociocultural Perspective on the Impact of Instructor Versus Peer Scaffolding Upon Lexical Digesting and Reading Perception

Abdulaal,

Shaalan,

Alenazi

et al. 2024

Sage Open

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Based on a sociocultural theory and a plethora of experiential studies on the efficacy of scaffolding on foreign language learning, the goal of this research article is to examine the effectiveness of diverse types of scaffolding on university students’ lexical digesting and reading perception from a sociocultural standpoint. Using the Harvard Placement Test, 40 EFL students from a total of 70 were selected and divided into two experimental groups and a single control group. The first group (G1 Exp.) was given teaching with instructor scaffolding, the second group (G2 Exp.) received instruction with peer scaffolding, and the control group (G3 Cont.) received conventional instruction without any external enhancement. Pretests for lexical digesting and reading perception were administered to the three groups. Following the treatment, post-tests for lexical digesting and reading perception were administered. Descriptive statistics and inferential statistics were used to examine the collected data. The results showed a significant difference between instructor and peer scaffolding, with the peer scaffolding group outperforming the instructor scaffolding group. Both experimental groups outperformed the control group in lexical digesting and reading perception. Regarding various kinds of scaffolding, this study provided some advice for psycholinguists, curriculum designers, and language instructors.

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Section: Introductionmentioning

confidence: 99%