Vygotskianism and the Enhancement of Mobile Language Learnerss Argumentative Writing Skill

Abstract

Willy-nilly, vast numbers of ESL learners, who today adopt mobile devices in their learning practices, will be obliged to make rich arguments when writing academic articles or sitting for standard exams during their academic life. However, due to the linear learning that language learners commonly experience through mobile applications, Mobile Language Learners (MLL) would not be able to create rich arguments. This paper maintains a theoretical stance on a psychological theory named social constructivism emanated from Vygotsky and explains that how higher order thinking skills flavored with a social constructivist framework can have a bearing on the way MLLs bring reasons and make conclusions to form valid and rich arguments culminating in knowledge construction in the on-the-go environment. The expected implication would be the diminution of MLLs’ proclivity of being a passive knowledge recipient usually induced by sailing through mobile learning environment.