ZPD, Scaffolding and Basic Speech Development in EFL Context

Khaliliaqdam, Salam

doi:10.1016/j.sbspro.2014.03.497

Cited by 21 publications

(18 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Social learning can be applied to EFL. In a study on ZPD, scaffolding and basic speech development in EFL, Khaliliaqdam (2014) proved the importance of scaffolding via communication activities in EFL. In the study, the EFL learners learnt in the ZPD.…”

Section: Knowledge Construction In the Zone Of Proximal Development (mentioning

confidence: 99%

Using Effective Exposure Time (Eet) as a Measurement of Efl Students’ Learning

Chen

2018

pijtel

View full text Add to dashboard Cite

Globalization promotes huge amount of English as a Foreign Language (EFL) learners.Effective and efficient measurements of English literacy become more and more necessary.Traditional assessments are usually carried out in the form of formal assessments which are prolonged, cost inefficient and unnecessary for most of the learners. It is important to identify an efficient and effective measurement of English literacy for EFL learners who do not live in an English environment and/or whose second language is not English. In this paper, through literature review and analysis on the existing learning assessment on EFL, 'Effective Exposure Time' (EET) is proposed as a measurement of EFL students' learning from the social learning aspect. The EET is defined under the social learning theory as the exposure time in the formal and informal learning environments on learning comprehension (reading and listening) and production (writing and speaking) of EFL from the more knowledgeable others (teachers and non-teachers) in the Zone of Proximal Development (ZPD). By using the EET, EFL learning can be assessed efficiently and effectively.

show abstract

Section: Knowledge Construction In the Zone Of Proximal Development (mentioning

confidence: 99%

Using Effective Exposure Time (Eet) as a Measurement of Efl Students’ Learning

Chen

2018

pijtel

View full text Add to dashboard Cite

show abstract

“…Literacy embraces us at any given time and is involved when you are engaged in reading a book, watching television or reading a billboard (Weller, 2009). Khaliliaqdam (2014) maintains that young children become literate as they become aware of language as an independent structure, which develops as opportunities for social interaction, and when the use of the language increases. Russian psychologist, Lee Vygotsky, also a proponent of the constructivist theory, believes in the value of social construction of knowledge, and from the constructivist and Vygotskian perspective, the child is not seen as an independent entity, but is connected with the environment characterised by interrelated roles of communicating and support.…”

Section: The Importance Of Literacymentioning

confidence: 99%

Teaching Literacy through Dramatic Storytelling in Foundation Phase

O'Neill

Banoobhai

Smith

2016

Australasian Journal of Early Childhood

View full text Add to dashboard Cite

LITERACY IS A CRUCIAL ASPECT to consider in Foundation Phase as it impacts learner performance not only in the area of language learning, but also in other learning areas taught at school. When teaching learners at Foundation Phase level it is imperative to use a teaching strategy that can optimise the language proficiency of the learners. Dramatic storytelling is a very useful teaching strategy that can exert a powerful influence on the learning of a language. The main focus in this paper is on dramatic storytelling techniques and the role of the educators and their view of this strategy in the Foundation Phase classroom as a means to enhance literacy. The paper is based on a qualitative research study in which semi-structured interviews and descriptive analysis, with a thematic approach were used.

show abstract

“…To become effective, the teachers need to meet the competencies required to teach English, one of which is having a high level of English proficiency (Richards, 2015). This belief is supported by many kinds of research that have been employed to find out how significant teachers' target language proficiency (TTLP) for the teacher in giving instructions in the language classrooms (Canh and Renandya, 2017;Khaliliaqdam, 2014;Richards, 2017;Tsang, 2017). TTLP has widely been recognized as one of the significant aspects of teacher expertise as this factor has an impact on learners' learning (Butler, 2004;Richards, 2015) as well as on their mastery of the target language.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Strategies in Providing Scaffolding in English for Young Learners Classroom

Arlinda¹

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

View full text Add to dashboard Cite

The high demand for English to be taught at the primary level in Indonesia fosters the needs of EYL teachers who are qualified in terms of teaching and mastering content knowledge. Language proficiency is considered as one of the factors which determine the quality of English teacher (Richards, 2015). This study, therefore, aims at scrutinizing the extent to which English for young learners' teachers provide scaffolding as well as exploring their language proficiency and its influence in providing scaffolding in the classroom. Employing a descriptive qualitative study, two English teachers with a high level of proficiency were invited to become the participants. Through classroom observation followed by teacher interviews, it is found that teachers employed several types of scaffolding such as modeling, bridging, and contextualizing. Furthermore, language proficiency can help the teachers in providing scaffolding to young learners in terms of providing good language models, maintaining the use of English in the classroom, giving explanations and instructions in English, and providing examples of words and grammatical structures.

show abstract

ZPD, Scaffolding and Basic Speech Development in EFL Context

Cited by 21 publications

References 18 publications

Using Effective Exposure Time (Eet) as a Measurement of Efl Students’ Learning

Using Effective Exposure Time (Eet) as a Measurement of Efl Students’ Learning

Teaching Literacy through Dramatic Storytelling in Foundation Phase

Teachers’ Strategies in Providing Scaffolding in English for Young Learners Classroom

Contact Info

Product

Resources

About