Sociocultural Theory Research Articles

Investigating EFL English-Majored Students’ Perceptions of Interactive Teaching Methods in Language Classes

This study investigates the perceptions of EFL English-major students at Nam Can Tho University regarding interactive teaching methods. Interactive methods, which include activities such as group work, discussions, role-playing, and peer feedback, are increasingly adopted in language education to enhance student engagement and learning outcomes. Grounded in Communicative Language Teaching (CLT) and sociocultural theory, the study explores both the benefits and challenges associated with these methods. A 20-item questionnaire, adapted from existing literature, was administered to 70 students to gather data on their experiences. The findings reveal that students recognize significant benefits of interactive methods, including increased motivation, improved language skills, and practical application of English. However, challenges such as difficulties in transitioning from traditional methods, staying focused due to distractions, managing group activities, addressing cultural influences, and ensuring equal participation were also identified. The study highlights the need for targeted support and professional development for educators, effective classroom management strategies, and culturally responsive teaching practices to enhance the effectiveness of interactive teaching methods. These insights contribute to the ongoing discourse on interactive teaching and offer practical recommendations for improving language instruction in EFL contexts.

Evaluating mental health care initiatives after Ghana’s mental health act: a systematic analysis

Abstract Mental health disorders affect 970 million people worldwide. Particularly in Africa, mental health is a growing concern, as it faces poverty and limited healthcare services. The Ghana Mental Health Act (GMHA 2012) marked a significant milestone in the development of a legislative framework supporting the provision of mental healthcare. However, evidence of progress since then is scarce. This systematic review examines the mental health initiatives that have been implemented since GMHA. Bronfenbrenner’s Socio-Ecological and Vygotsky’s Sociocultural Theory are used as frameworks to organize the interventions by ecological layers and cultural practices. All peer-reviewed articles published since the GMHA were retrieved from PubMed, Cochrane and Science Direct, using “mental health interventions,” “-collaborations,” “-health programs” and “Ghana” as keywords. The search yielded 3839 articles. Next, publications that were not conducted in Ghana or did not focus on mental health were excluded yielding a final sample of 69 articles for the review. Consistent with the GMHA’s guidelines interventions were conducted in communities (n = 56; 81%) rather than hospitals (n = 13; 19%). Most of them focused on institutional ecological levels (i.e., schools, health centers, traditional healing conventions; n = 29; 42%), followed by interpersonal (n = 14; 20%) and community-level (n = 14; 20%) approaches. Half (n = 33; 48%) entailed some form of cultural responsiveness, such as adapting educational tools to cultural contexts or accounting for spiritual beliefs. Only 23% (n = 16) of the interventions targeted children or adolescents. The findings of this review suggest three implications for future mental health research. First, stigma reduction and mental health literacy need to become a stronger focus. Second, research on children and adolescents needs to be increased. Third, interventions led by European partners must be tailored carefully to the Ghanaian beliefs system. Key messages • Assessing the community-based approach of mental health interventions following the Mental Health Act’s legalization in Ghana. • European partners need to understand the context and the local culture before planning to research or implement intervention materials. Adaptation is key in the effectiveness of the intervention.

Effectiveness of Mother Tongue Instruction on Literacy Rates in Primary Education in Kenya, Examining the Transition from Indigenous Languages to English in Urban and Rural Settings

Purpose: The aim of the study was to analyze the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Studies on the effectiveness of mother tongue instruction in Kenya's primary education reveal that using indigenous languages in early education significantly improves literacy rates, particularly in rural areas. In these settings, children who learn in their native languages during the early grades develop stronger foundational literacy skills compared to those taught in English from the start. Unique Contribution to Theory, Practice and Policy: Sociocultural theory, cummins’ linguistic interdependence theory & transitional bilingual education theory may be used to anchor future studies on the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings. Schools, particularly in rural areas, need more resources like textbooks and teaching aids in indigenous languages to support early literacy development. Policymakers should implement flexible language policies that consider the different linguistic needs of urban and rural populations.

A Comparative Analysis of Structured Pedagogy Interventions in South Africa and Their Impact on Student Performance in Mathematics and Science Subjects

Purpose: The aim of the study was to analyze the comparative analysis of structured pedagogy interventions in South Africa and their impact on student performance in mathematics and science subjects. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: A comparative analysis of structured pedagogy interventions in South Africa reveals that these targeted educational approaches have positively impacted student performance in mathematics and science subjects. Studies show that interventions such as curriculum-aligned teaching materials, teacher training, and standardized assessments significantly improved students' understanding and achievement in these areas. Unique Contribution to Theory, Practice and Policy: Constructivist learning theory, bloom’s taxonomy of educational objectives & sociocultural theory may be used to anchor future studies on the analyzing the comparative analysis of structured pedagogy interventions in South Africa and their impact on student performance in mathematics and science subjects. Schools should integrate structured lesson plans and data-driven instruction into everyday practice to enhance teacher efficacy and student performance. Policymakers should implement nationwide curriculum reforms that standardize content delivery across all schools, ensuring consistency in teaching quality, particularly in mathematics and science.

Preserving Human Culture in Schools Through Oral Storytelling: Perspectives From Teachers in Eastern Cape, South Africa

With the growth of technology, elderly people in societies no longer gather children to conduct oral storytelling sessions, which are regarded as important tools for the preservation of culture. The objective of this study was to investigate how culture can be preserved through oral storytelling in schools and to determine how oral storytelling can be revived. Vygotsky’s (1978) Sociocultural Theory, which emphasises the importance of social interaction in the construction of social meaning, anchored this inquiry. A qualitative approach, entrenched in an interpretive paradigm, was utilised. An exploratory research design was chosen for this study. Semi-structured interviews were used to gather data from 6 purposely chosen language teachers, that is, 3 grade 9 English Additional Language teachers, and 3 isiXhosa teachers in the Eastern Cape Province, South Africa. Data, which were thematically analysed, indicated that oral storytelling has deteriorated in schools due to curriculum changes, and the influence of the Fourth Industrial Revolution. Multimedia storytelling has replaced oral storytelling. Furthermore, there is a lack of professional development in cultural heritage. The non-practice of oral storytelling could have a negative impact on preserving human culture in schools. The study recommends that culturally literate people from communities, including parents, should be utilised in schools to conduct storytelling sessions to preserve culture. This could be done through the organisation of cultural activities in which learners participate in oral storytelling. By integrating oral storytelling into the educational system, societies can ensure that future generations remain connected to their cultural roots while developing important cognitive and social skills. Keywords: Human Culture, Language Teachers, Oral Storytelling, Preservation, Social Interaction

Bilingual Children Demonstrate Variation Within Shared Narrative Macrostructure.

We investigate the relationship between narrative macrostructure, current language exposure, and microstructure in second-grade Spanish-English bilingual children in the United States. Macrostructure knowledge has been claimed to be shared across languages in multilingual individuals. We examine the role of current language exposure and microstructure on macrostructure and how individual children organize their stories in English and Spanish. We use sociocultural theory to investigate differences in the macrostructural elements children choose to include in their stories by language. Using existing data, we used a two-sample t-test to compare average macrostructure and microstructure performance in English and Spanish in addition to performance on subcomponents of macrostructure. A correlational analysis was used to compare narrative performance in both languages. We used regression analysis to investigate to what extent current language exposure and microstructure influenced the macrostructure of 62 Spanish-English bilingual second graders' stories. Children used more words and a greater variety of words in Spanish compared to English. However, they demonstrated comparable use of overall macrostructure across languages, in addition to variation in what macrostructure subcomponents they use by language of story elicitation. No statistically significant relationship was found between current language exposure and macrostructure, except for Spanish story structure. Correlational analysis revealed a significant relationship between macrostructure performance in English and Spanish. A significant relationship was found within languages between microstructure and macrostructure and across languages between Spanish microstructure and English internal state terms. Findings are consistent with extant literature that claims macrostructure is shared across languages. Children require lexical diversity across languages to express their ideas organized within macrostructural elements. Although bilingual children tell comparably complex stories, they may be making culturally and linguistically specific decisions about what macrostructure components to include in their stories.

Linguodidactic and interdisciplinary analysis of the concept of mediation as a terminological problem

Importance. CEFR Companion Volume 2018 pays special attention to the development of four modes of communication (including mediation) along with the formation of communicative competence. The purpose of this research is to conduct an interdisciplinary analysis of the term “mediation” as well as to clarify this term in the Russian language.Materials and Methods. Research methods include analysis and interpretation of literature. The research materials are literature review of foreign and Russian scientists in the field of jurisprudence and law, philosophy, philosophy of religion, social philosophy, sociology, management, psychology, reflexive psychology, cultural-historical psychology, conflictology, linguistics, pedagogy, translation and translation studies, as well as linguodidactics.Result and Discussion. The concept of “mediation” is analyzed in various fields. The terminology in Russian for three types of mediation activities is clarified according to the CEFR Companion Volume 2018.Conclusion. In most scientific fields, mediation is viewed as a procedure involving three parties: two parties in conflict and one party acting as a neutral intermediary (mediator). However, in methodology of teaching foreign languages, the emphasis shifts to the fact that any student while developing his/her communicative competence, mastering four modes of communication, including mediation, can independently act as a mediator with any interlocutor or group of interlocutors.

The CERIC method plus social collaborative annotation improves critical reading of the primary literature in an interdisciplinary graduate course

BackgroundInnovative approaches to graduate education that foster interdisciplinary learning are necessary, given the expansion of interdisciplinary research (IDR) and its ability to explore intricate issues and cutting-edge technology.PurposeThis study examines an intervention to develop critical reading skills of the primary literature (CRPL), which are often assumed and unaided by formal instruction in graduate education (GE) yet are crucial for academic success and adapting to new research fields.MethodsThis study applied mixed methods and a pre-post design to assess the effectiveness of a CRPL intervention among 24 doctoral students from diverse fields engaging in the interdisciplinary field of science policy research. The intervention was a 4-week online course with explicit instruction in a categorical reading approach, the CERIC method (claim, evidence, reasoning, implications, and context), combined with social collaborative annotation (SCA) to facilitate low-stakes, peer-based discourse practice. It examined how participation changed participants’ CRPL skills and self-perceptions.ResultsThe intervention significantly improved CRPL, t(23) = 13.6, p < 0.0001; research self-efficacy, t(23) = 4.9, p < 0.0001; and reading apprehension, t(23) = 4.3, p < 0.0001. Qualitative findings corroborated these findings and highlighted the importance of explicit CRPL instruction and the value of reading methods applicable to IDR. These results aligned with sociocultural and social cognitive theories and underscored the role of discourse and social engagement in learning critical reading, which is traditionally viewed as a solitary activity.ConclusionThe findings present a valid and innovative model for developing CRPL skills in interdisciplinary GE. This approach provides a model for scaffolding CRPL that can be adapted to IDR contexts more broadly.ImplicationsThe study findings call for revising graduate curricula to incorporate explicit CRPL instruction with peer-based discourse, emphasizing integrations in higher education anywhere students encounter primary literature. The findings advocate for formal and informal adoption of the reviewed methods, offering a significant contribution to interdisciplinary GE pedagogy.

Review of "The Cultural Mind: The Sociocultural Theory of Learning" by A. Kozulin

Review of "The Cultural Mind: The Sociocultural Theory of Learning" by A. Kozulin

Effects of bilingualism on the cognitive development of selected Nigerian University undergraduates

This study is an exploration of the perceptions and experiences of Igbo-English bilingual undergraduates in relation to the social, cultural and cognitive benefits and drawbacks of bilingualism. In this study, a questionnaire was designed and then given to 150 Igbo-English bilinguals from the University of Nigeria, Nsukka, and Enugu State University of Science and Technology. All the responses were identified, categorised and analysed qualitatively. Vygotsky’s sociocultural theory of cognitive development was adopted as the theoretical framework for this study. The findings showed that bilingualism has both positive and negative social, cultural and cognitive effects. Positively, from the perceptions and experiences of the undergraduates under study, bilingualism improves selective attention, and enhances the auditory stem response, among others, while negatively, it can be viewed as a threat to monolingual culture, and also affects speaking a second language other than that of the home environment, which creates conflict and confusion among parents and children.

Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach

Recent research on the multifaceted nature of student engagement indicating that students engaged with peer feedback dynamically, varying with the interaction of individuals and the environment, while neglecting the impact of engagement with peer feedback on L2 learners’ writing development. Grounded in sociocultural theory, this longitudinal case study aimed to investigate the roles of dialogic peer feedback as a mediating tool for promoting L2 writing development. Four first-year English major students participated in eight tutorials over 16 weeks in a university in China. Data were collected from peer feedback dialogue, pre- and post-mediation drafts, retrospective verbal reports, self-reflection, and focus groups through microgenesis. The findings revealed that dialogic peer feedback enhanced student engagement from various dimensions. Engaging in dialogic peer feedback facilitated the diagnosis of writing problems and appropriate mediation through interaction. Mediation rather than correction in dialogic peer feedback was critical in assisting learners in achieving L2 writing goals.

A Case Study on the Application of Socio-cultural Theory in International Chinese Language Classrooms

Research on sociocultural theory in second language acquisition is common, but there are few concrete methodological results for frontline teachers. In this paper, we first summarize the development of Vygotsky's sociocultural theory as the theoretical support of this paper; secondly, we use the sociocultural theory as the guide to design the teaching of the lesson "Learning Chinese with a Teacher", and describe in detail the implementation of the teaching process. Finally, it analyzes how to apply such a basic theory as socio-cultural theory to the practice of language teaching in a more grounded way from the perspective of teachers.

Socio-cultural and Social Constructivist Theories and Its Application in EFL Classroom for Thai Pre-service Teachers: A Review for Further Research

Socio-cultural and social constructivist theories are crucial in learning and education. This article aims to inform readers about socio-cultural and social constructivist theories and to present their application in language classrooms. The body of knowledge in this article was synthesized from journal articles and books concentrating on the theories that are significant in preparing pre-service teachers in EFL classrooms. The article begins with an overview of socio-cultural theory involving mediation, activity theory, cooperative learning activities, and scaffolding. Then, the article explains the social constructivist theory and its application in EFL classrooms. The final part of the article sheds light on suggestions and future research.

An investigation of toddler risky play informed by the voices of parents and teachers of toddlers in one school setting

ABSTRACT This qualitative study explored the perceptions of teachers and parents within the context of toddlerhood risky play at a university laboratory school. Sociocultural and bioecological theories informed the study and the developmental niche framework guided the data analysis. Video-stimulated recall interviews were analyzed using the constant comparative method. Findings include: (1) parents’ and teachers’ perceptions of risky play are comprised of (a) their psychology as the caregiver, (b) knowing the child, and (c) cultural influences, (2) parent and teacher descriptions of risky play include that it happens outdoors, away from adults, and encompasses developmental benefits, and (3) the development of perceptions of risky play is situated and dynamic. This study contributes important knowledge to the field of early childhood education by offering a new perspective regarding the definition of risky play revealing how parents’ and teachers’ perceptions of risky play are situated in their own past experiences, knowledges, and interactions.

A visual ethnography of parent-child interactions during ‘story-time’ in Chinese family settings

ABSTRACT Story-time serves as an interactive linguistic tool through which parents encourage their children to share narratives. Grounded in sociocultural and narrative theories, this study employed a visual ethnographic approach to explore how parents perceive and engage in story-time interactions within 33 Chinese families. Data were collected through video recordings of story-time sessions and semi-structured interviews. The findings suggest that story-time may function as a play-based educational tool, fostering positive parent–child relationships and supporting child development through activities such as child-centered reading and role-playing. Parent–child interactions were categorized into two primary types: those involving print-based materials and those centered around oral storytelling. Parents emphasized the importance of respecting their children’s preferences by allowing them to choose stories and by developing effective storytelling techniques to maximize the benefits of family story-time. Through these sessions, parents and children engaged in meaningful interactions that strengthened family bonds and contributed to the children’s holistic development.

Experiences of a Chinese English Learner in the Framework of Sociocultural Theory: An Autoethnography

This study explores the process of second language acquisition (SLA) among Chinese learners within the framework of sociocultural theory, particularly focusing on Vygotsky’s Zone of Proximal Development (ZPD). Through an autoethnographic methodology, the author reflects on personal experiences of learning English in both China and abroad, aiming to fill a gap in SLA research by emphasizing localized Chinese contexts. The findings suggest that access to guidance from more capable individuals, whether teachers, peers, or others—plays a critical role in helping learners navigate their ZPD, thus enhancing their language acquisition. However, the study identifies that many Chinese learners underutilize their surrounding sociocultural environment, limiting their learning potential. This research not only underscores the role of ZPD in language learning but also offers practical insights for both students and educators, advocating for greater student agency in seeking help and for teachers to actively engage in fostering students' ZPD development. Despite its contributions, the study’s autoethnographic approach introduces limitations in terms of subjectivity and sample size, highlighting the need for future research to incorporate diverse perspectives and larger datasets. This research offers a valuable perspective on how sociocultural theory can inform SLA practices in Chinese educational settings, contributing to improved pedagogical strategies.

Gender Dynamics In Organ Donation And Transplantation: An Analysis Of Donor And Recipient Trends

Organ donation and transplantation represent critical components of modern medicine, offering life-saving solutions for individuals with organ failure. Despite advancements in medical practices, significant gender disparities exist within these processes, where women disproportionately contribute as donors while men are predominantly recipients. This study integrates an in-depth statistical analysis of data from major registries like the United Network for Organ Sharing (UNOS) and the Organ Procurement and Transplantation Network (OPTN), utilizing chi-square tests, logistic regression, multivariate analysis, and stratified sampling to elucidate these trends. By combining quantitative data with socio-cultural theories, this research aims to uncover the multifaceted causes behind these gender-based discrepancies, revealing that social conditioning, altruistic behaviour, and systemic biases in medical practices play crucial roles. The results indicate statistically significant correlations between gender and donor/recipient status, suggesting that both traditional gender roles and healthcare biases need to be addressed to create a more equitable organ donation system. The study concludes by proposing policy reforms and advocacy strategies to foster gender neutrality in organ transplantation, ultimately promoting a fairer healthcare paradigm.

Empowering voices: A deep dive into translanguaging perceptions among Turkish high school and university language learners

This study explores the perceptions of translanguaging among high school and university foreign language students in Turkey using a mixed-methods research design. 325 participants, comprising 155 high school and 170 university students, were surveyed to understand how translanguaging practices impact language learning, cultural integration, and academic performance. The study is grounded in Translanguaging Theory, Sociocultural Theory, and Pedagogical Translanguaging, emphasizing the fluid use of students' linguistic repertoires in language education. The findings reveal significant differences in perceptions based on gender, educational level, and age, highlighting the need for tailored translanguaging strategies to support diverse learner needs. This research contributes to the growing body of literature on translanguaging by providing empirical evidence from the Turkish educational context, offering insights into optimizing language teaching practices in multilingual settings.

Influence of Cultural Background on Language Comprehension in Philippines

Purpose: The aim of the study was to analyze the influence of cultural background on language comprehension in Philippines. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Research on the influence of cultural background on language comprehension in the Philippines reveals significant disparities in reading proficiency among students from diverse cultural contexts. Studies indicate that students who identify strongly with their cultural heritage often demonstrate better comprehension of texts that resonate with their cultural experiences, while those encountering unfamiliar cultural references face challenges in understanding materials. Factors such as socio-economic status, access to educational resources, and the prevalence of multilingualism also impact comprehension outcomes. Unique Contribution to Theory, Practice and Policy: Cultural-historical activity theory, sociocultural theory & intercultural communication theory may be used to anchor future studies on the influence of cultural background on language comprehension in Philippines. Educators should implement culturally responsive teaching strategies that acknowledge and leverage students' cultural backgrounds in language instruction. Educational policymakers should prioritize the inclusion of cultural diversity in language education frameworks and curricula.

Invisible Borders and Trauma in The Joy Luck Club Between Amy Tan’s Novel (1989) and Wayne Wang’s Cinematic Adaptation (1993)

This research paper is an analytical, comparative study of Amy Tan’s twentieth-century diasporic novel, The Joy Luck Club (1989). It investigates the impact of invisible borders on both mothers and daughters in their cultural fluctuation between Chinese roots and American novelty. The boundaries that separate the two worlds can become so blurred out when one decides to move beyond topographical and physical terrains. In a Chinese-American milieu, there is the heavy weight of cultural limitations and taboos that are unspoken of in the midst of the immigrants’ hybrid lives. While the differences between book and screen adaptation have previously been described as minor sub-plot deviations, these changes still hold great significance in how Western societies perceive other cultures. The aim is to assess the level of intergenerational trauma Tan’s characters have sustained through a set of socially imposed borders and the ways they have decided to deal with it in both novel and film adaptation. The research relies on Hannah Arendt’s socio-cultural theory of the seemingly stateless identity and its correlation with the immigrants’ intergenerational trauma to examine how this kind of pressure put upon the characters affects their lives in the United States.