Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development

Shabani, Karim; Khatib, Mohamad; Ebadi, Saman

doi:10.5539/elt.v3n4p237

Cited by 192 publications

(129 citation statements)

References 35 publications

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“…This is because the learners are curious and actively involved in their own learning and the discovery and development of new understanding or schema. Shabani, K., Khatid, M. and Ebadi, S. (2010) additionally discussed in their study that examined the instructional implications of Vygotsky's (1978) seminal notion of Zone of Proximal Development, originally developed to account for the learning potential of children, and investigates ZPD applications to the concept of teacher professional development. Specific attempt has been made to see how a number of assets at the teacher's disposal namely diary writing, peer and mentor collaboration, action research, practicum and TESOL discourse can serve as scaffolds to affect the progression of ZPD in language teachers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

School Age Gender Gap in Reading Comprehension

Pagal¹,

Mirafuentes²,

Ypanto³

2017

JAD

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Students' reading comprehension was found to be one of the major concerns with all teachers worldwide. It is essential to optimize students' performance in all courses. Yet, we claimed that gender, and reading attitudes and practices could influence reading comprehensibility. We utilized descriptive-correlational design of quantitative research. Descriptive design was used to obtain the attributes of students' reading attitudes and practices. Moreover, we used a correlational design to determine the relationship or association between and among attributes and their level of reading comprehension skills. We found out that students have a positive attitude towards reading when reading materials are educational and entertainment. In terms of the significant relationship between reading attitudes and practices, results reveal that reading attitude does not always affect reading practices. In terms of the relationship between student's reading attitudes and practices and their levels of reading comprehension skills, student's reading attitudes and practices have no significant relationships to all levels except between their reading attitudes and their comprehension skills in the Inferential Level. Lastly, in terms of the significant difference between male and female students' reading comprehension skills, there is a statistical difference in the Literal and Evaluative Levels between the male and female. Thus, reading comprehension skills vary in these two levels. On the other hand, they showed no statistical difference in the Inferential and Critical Levels between the male and female. Therefore, the Literal and Evaluative Levels of male and female to reading comprehension skills are due to their reading attitudes and practices individually.

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Section: Theoretical Frameworkmentioning

confidence: 99%

School Age Gender Gap in Reading Comprehension

Pagal¹,

Mirafuentes²,

Ypanto³

2017

JAD

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“…On the other hand, the zone of actual development (ZAD) is used as a concept that represents the current level of the learners' development, which they can attain independently without any mediation (9) . When new skills in the ZPD have been fully mastered and can be performed independently without assistance, it can be said that they have become part of the ZAD (10) .…”

Section: Dynamic Assessmentmentioning

confidence: 99%

Application of the Graded Response Model of Item Response Theory to Computerized Dynamic Assessment in L2 English Education

Sumi

Miyazawa

2017

The Journal of Information and Systems in Education

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The purposes of this paper are to (a) develop an adaptive system with the help of the graded response model of IRT, (b) test the system with a small group of L2 learners, (c) examine the feasibility of computerized dynamic assessment, and (d) propose a new set of scoring mechanisms. We developed a computer-based adaptive system that provides students with appropriate test items and a set of graduated prompts from implicit to explicit under the conditions of mediation. We found that the set of graduated prompts successfully guided students to the correct answer and provided rich diagnostic information needed for L2 English education. With the help of the graded response model of IRT, computerized dynamic assessment will become a more advanced and practical educational assessment tool in the field of L2 studies.

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“…Vygotsky pointed out the scaffolding theory, which emphasizes that teachers need to support students to accomplish the tasks [16]. There are three phases in the scaffolding theory, including modeling, support building and support fading.…”

Section: B Constructivismmentioning

confidence: 99%

Designing Mobile Apps for English Vocabulary Learning

Wang¹

2017

IJIET

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Abstract-Since the 21st century, with the development of high technologies, such as Internet, tablets, and smartphones, there are more innovative ways to learn English. For example, people are able to use technologies to send messages, present ideas or share information anytime, anywhere. However, most of the mobile apps for English learning purposes in Taiwan are designed and presented in English interface. This is good for high level students, but the low level students may feel difficult and frustrated. Hence, the paper presents a pilot study and aims to develop a mobile app to improve college students' English vocabulary learning with both English and Chinese descriptions. The NGSL list is used as the content in the app, and the researcher designs twenty-four vocabulary learning units for students to use in one academic year. Students are expected to learn thirty words every week. Moreover, the words are presented both in English and Chinese because the target group is low-level students (CEF A2 level). In addition, the questionnaires were used to collect students' opinions toward the app. During this pilot study and with the use of mobile app, it is hoped that students' learning motivation can be increased and the self-study habits can be built.Index Terms-English vocabulary learning, mobile apps, NGSL.

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Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development

Cited by 192 publications

References 35 publications

School Age Gender Gap in Reading Comprehension

School Age Gender Gap in Reading Comprehension

Application of the Graded Response Model of Item Response Theory to Computerized Dynamic Assessment in L2 English Education

Designing Mobile Apps for English Vocabulary Learning

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