Vygotsky's Sociocultural Theory Research Articles

Academic English Writing Challenges in a Blended EFL and ESL Learning Environment: Insights from Chinese International High School Students

In the wake of China's educational internationalization policy and the technological shifts post-COVID-19, the mode of educational globalization has undergone significant transformations. In this context, this study investigates the academic English writing challenges of Chinese international high school students (CIHSSs) in a blended English as a foreign language (EFL) and English as a second language (ESL) learning environment. Drawing on Vygotsky's sociocultural theory and prior research, the study examines the specific hurdles CIHSSs face in academic writing. Previous research has highlighted various difficulties in academic English writing for international students; however, a significant research gap exists concerning high school students, especially in blended learning context settings. To fill this gap, this qualitative case study explores CIHSSs’ English language learning experiences, focusing particularly on their academic writing challenges in a blended EFL and ESL context. Through semi-structured individual interviews with three CIHSSs, the study conducts a thematic analysis to identify key challenges across five areas: cultural differences, unfamiliarity with academic norms, language proficiency limitations, communication barriers, and technological adaptation issues. The findings emphasize the importance of communication, especially peer support and collaborative learning, underlining the need for effective English language learning strategies (ELLSs). These insights are vital for educators and learners to navigate the complexities of blended EFL and ESL learning environments effectively.

Effective Strategies and Methods to Enhance Music Practical Teaching in Higher Vocational Preschool Education

Abstract:This paper studies of effective strategies and methods to elevate music practical teaching in higher vocational preschool education. Acknowledging the pivotal role of higher vocational preschools in shaping the foundational years of a child's development, the study navigates through a comprehensive exploration of the significance of music education. Grounded in a robust literature review, the paper highlights the importance of curriculum design, instructional techniques, assessment methods, and the seamless integration of technology in shaping impactful music education experiences.Theoretical frameworks, notably the Suzuki Method and Vygotsky's Sociocultural Theory, offer insights into pedagogical and socio-cultural aspects, emphasizing the creation of positive and immersive musical environments and collaborative learning experiences. Subsequently, the paper presents effective strategies, including the incorporation of technology, active learning approaches, and the customization of lessons to individual needs. The multifaceted benefits of music practical teaching in cognitive, emotional, and social domains are explored, emphasizing its role in holistic preschooler development. The study advocates for continuous professional development for music educators, stressing the importance of staying abreast of evolving pedagogical trends, engaging in collaboration and networking, and remaining informed about current trends and research in music education. By embracing these strategies, educators can cultivate a vibrant and enriching musical environment that fosters a lifelong love for music and nurtures the holistic development of preschool learners.

On the Spot Scaffolding as the Hermeneutic Phenomenology Action Field: Critical Thinking Case for Medical Students in Iran.

A major contribution to the humanities literature has been the development and application of Vygotsky's sociocultural theory in relevant fields. Constructivism as a paradigm is owed to Vygotsky and his efforts. On-the-spot scaffolding in this regard is one of the innovations that can be triangulated with hermeneutic phenomenology to pave the way for a paradigm shift in the educational system in a broad view and for critical thinking for medical students in a narrow view. This study aimed to illuminate the other side of the behavioristic lesson plan, which is on-the-spot scaffolding in implementing one of the modules of essential skills for doctors of medicine (Adab-e Pezeshki), which is critical thinking. This study was qualitative and longitudinal. It is longitudinal due to the 3 years of involvement and qualitative due to the study design approach and the use of discourse analysis and hermeneutic phenomenology as tools. Three main findings emerged from the study's qualitative nature: first, students who attended the sessions or who merely completed the assignments created an on-the-spot critical thinking scaffolding design, which is an alternative to a behavioristic lesson plan; and second, the students wrote numerous movie reviews in both Persian and English. One of the components of reflective autobiography is these film critics and a student-written, instructor-edited paper submitted to ICHPE 2023. There is an urgent need for a paradigm shift and comparative-historical investigations in the medical education system in Iran.

Challenges confronting rural physical science educators in enhancing Grade 12 Performance

The quality of Physical Science education in rural South African schools is a matter of significant concern, particularly in the context of the country's development goals aimed at uplifting education standards in these areas and nurturing a more skilled workforce. Physical Science plays a pivotal role in enhancing scientific literacy across the nation. This qualitative study, framed within Vygotsky's sociocultural theory, sought to identify the challenges faced by Physical Science educators in improving Grade 12 results in rural schools in Vuwani. Data were collected through semi-structured interviews and classroom observations involving a purposive selection of ten Physical Science educators from among 49 schools within the district. Thematic analysis was applied to the collected data, yielding insightful interpretations. The findings, primarily from interview responses, reveal that Physical Science educators in Vuwani grapple with various challenges. These challenges encompass resource scarcity, excessive workloads, inadequate support from school management teams (SMT), insufficient training when curricula change, overcrowded classrooms, and suboptimal learning environments. This study underscores the importance of fostering collaborative partnerships between schools, local communities, and business sectors. In particular, it recommends that businesses extend their support to rural schools, addressing infrastructure deficiencies and resource shortages. Such collaborative initiatives between government entities and businesses can enhance the overall quality of education in rural areas, ultimately mitigating the skills deficit and contributing to the nation's socioeconomic development goals.

“Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction

AbstractDrawing on positioning theory and Vygotsky's sociocultural theory of mind, this study analyzes the discursive processes through which expert and novice positions are negotiated in heritage–second language (HL–L2) learner interaction. It examines how positioning practices shape collaboration between HL and L2 learners, determining what types of learning opportunities are created and for whom. Data was collected in a high‐intermediate Spanish language class with 8 HL and 10 L2 learners. As part of their regular course activities, learners completed four collaborative writing tasks in mixed dyads. Three HL–L2 interactions were selected as case studies. The combined analysis of discursive positioning, patterns of interaction, and language‐related episodes showed how expert positions, often assigned to HL learners due to their heritage speaker status, constrain these learners’ access to the linguistic feedback and help needed for HL development. When pre‐established conceptions of linguistic expertise are challenged and HL learners are positioned as language learners, with knowledge to gain, and their L2 partners as equal peers, with knowledge to share, opportunities for HL development expand. The article discusses the research and pedagogical implications of these findings.

Penguatan Pembelajaran Berbasis Kecakapan Abad 21 Melalui Budaya Lokal: Studi Literature Review Teori Vygostsky dan Ki Hadjar Dewantara

This article aims to answer how school strategies can be carried out in strengthening 21st century-based learning through local culture. The method used in this study uses a literature review. The data collection technique is carried out by collecting articles and related research results through a collection of online databases including book chapters, science direct, proceedings and spingers that are searched using the article search service from Google Scholar and the Mendeley application program in the 2017-2022 period. The data analysis technique was carried out with the stages of planning a literature review, determining keywords, collecting articles, data classification, data reduction and data analysis. The results show that there are 3 strategies that schools can implement in realizing 21st century skills-based learning through local culture with Vygotsky's socio-cultural theory approach and Ki Hadjar Dewantara's theory of local culture. There are 3 aspects that are seen in the competence of 21st century teachers, namely knowledge, performance criteria, and product criteria

Impact of an Educational Intervention for Healthy Eating in Older Adults: A Quasi-Experimental Study.

The elderly population in Ecuador is increasing rapidly, with an increasing incidence of diet-related diseases. The elderly living in the community seek alternative and complementary methods to improve their diet and quality of life. This study aimed to investigate the impact of an educational intervention on knowledge related to healthy eating among older adults. This intervention is rooted in the principles of meaningful learning and incorporates culturally adapted materials. A quasi-experimental study design was employed using a pre-test-post-test control group. Study participants were a total of 109 elderly (intervention: n = 51, control: n = 58) people in Cuenca, Ecuador. The educational intervention based on Ausubel's theory of significant learning and Vygotsky's sociocultural theory was programmed to be carried out for one session per week, over 24 weeks, with a duration of 120 min per session. The measures were the general characteristics of the study participants and knowledge about necessary amounts, food sources and the consequences of deficits or excesses in the consumption of macro- and micronutrients. Data were collected from August 2018 to February 2019. Statistically significant differences were observed between the intervention group (IG) and the control group (CG) in terms of knowledge about healthy eating for older adults following the educational intervention. The outcomes of this study strongly suggest the efficacy of the program in improving knowledge related to healthy eating among older adults. Healthcare providers should prioritize food education based on meaningful learning, utilizing culturally adapted materials for the elderly individuals residing within the community.

Extra-Curricular Activities in Secondary Schools of Nepal: A Survey Study

This research explored the extra-curricular activities (ECA) in the secondary schools in Nawalparasi (Bardaghat-Susta East), district of Nepal. The research questions of this study incorporate stakeholders' (headteachers and secondary level teachers) perceptions, existing practices, problems, and remedial measures regarding practice of extra-curricular activities in secondary schools. The study is guided by Alexander (1999)'s student involvement theory and Vygotsky's socio-cultural theory of learning. The study population included 239 secondary level teachers and 78 head teachers from Nawalparasi (Bardaghat-Susta East)'s 78 public secondary schools. The sample was chosen using a simple random sampling method with a lottery. The study's samples included 150 secondary level teachers and 66 head teachers. This study was guided by post-positivist paradigmatic assumptions and was designed quantitatively. Data were collected using the survey method. A structured questionnaire was administered to secondary level teachers and headteachers to collect data. After collecting the data, it was entered into SPSS and analyzed using descriptive statistics--frequencies, percentages, mean and standard deviation, and inferential statistics with a non-parametric Chi-square test. The results of the five-point likert scale converted trichotomize scale and closed-ended questionnaires and revealed that teachers have a high level of awareness of ECA knowledge, its importance, and implementation. This study found that headteachers and secondary level teachers involved students in different extra-curricular and social activities to successfully complete school education, as Astin's and Vygotsky's theory explained. The practices towards ECAs were stated by NESP (1971) as an integral part of the school program in which participation would be compulsory for teachers and students and hence found compatible with the policy. In almost all cases, the responses of secondary level teachers and head teachers are nearly identical. As a result, headteachers and secondary level teachers, practiced and implemented ECAs to make them relevant and necessary for students' educational achievement.

Influence of Social Media on English Language Acquisition: A Quantitative Study

This paper explores the role of social media platforms such as Facebook, Twitter, Instagram, and TikTok in English language learning, framed within Vygotsky's sociocultural theory and Krashen's input hypothesis. It provides evidence of how these platforms, through their interactive and engaging environments, can enhance language learning (Rashid & Asghar, 2016; Lomicka & Lord, 2012; Rasetti, 2017). At the same time, it addresses potential drawbacks, such as the prevalence of informal language and internet slangs, information overload, and lack of direct interaction (Thorne & Reinhardt, 2008; Warschauer, 1997). The paper underscores the critical role of educators in curating high-quality content and providing clear objectives for learners to navigate these platforms effectively. It also emphasizes the need for teaching students to discern between formal and informal language. The paper culminates by advocating for further research to understand the long-term impact of social media on language learning and develop best practices for its utilization in education.

Enhancing Conversational Interaction In English Between Teachers And Students At High Schools In Dong Nai

The main objective of this study is to enhance the proficiency of conversational interaction in English between teachers and students at high schools situated in the Dong Nai province. The research framework is grounded on Vygotsky's sociocultural theory, supplemented by Long's theory of interaction, and Brown's approach to teaching communicative English. Through a survey of 148 English teachers in Dong Nai high schools and subsequent data analysis employing SPSS 20 software, the research findings indicate that all four factors, namely belonging, expectation, relationship, and motivation, exert a positive and statistically significant influence on conversational interaction in English between teachers and students in this educational context. Based on the study's outcomes, the author proposes several viable strategies to enhance teachers' capacity for conversational interaction in English with their students. Such interventions are envisioned to be instrumental in elevating the overall educational quality, aligning it with international standards, and fostering heightened competitiveness with developed nations within the region. This endeavor represents a concerted effort to contribute to the ongoing advancement of language education in Vietnam.

A systematic review of understanding parental involvement in children’s ESL learning: What the literature says?

A systematic literature review (SLR) regarding parental involvement in children's ESL learning at the primary school level was carried out using electronic data searching. This review considered articles published in the last three years (2020–2022) from an electronic database, specifically SCOPUS. The paper summarizes previous research, examines the current literature, and suggests directions for future research. The results of this evaluation, which include the identification of ten relevant papers, show that the majority of the parental involvement studies were conducted qualitatively and focused more on home-based than school-based involvement. Besides that, reading activities were largely performed by parents to get involved in their children’s ESL learning followed by helping with homework. Several theories have been seen employed by studies shortlisted in this SLR namely Bronfenbrenner's Ecological Theory, Epstein Framework, Walker‘s Model of Parental Involvement, and Vygotsky's Sociocultural Theory. Bourdieu Social Classes Theory and Asset-based Framework. The findings of this review suggest that for children to benefit most from reading, parents should obtain a better understanding of effective reading strategies. Additionally, more studies are needed on school-based parental involvement to get more insights into implementing home-school partnerships for better student educational outcomes.

A Study of College English Writing Teaching Based on Dynamic Assessment

For a long time, college-level English writing teaching in China has relied mainly on summative tests, which provide a single and rigid evaluation criteria and limit students' all-around development of writing ability. However, with the current reform of college English teaching, the single assessment method cannot cater to the changing needs of the new teaching model, which emphasizes the cultivation of students' ability to use language. To address this issue, this paper proposes introducing the notion of dynamic assessment into English writing classes at the college level. Dynamic assessment emphasizes the assessment of the learning process and feedback of teaching information, which can lead to a comprehensive, scientific, and reasonable assessment system that plays a crucial role in realizing teaching objectives. Based on Vygotsky's sociocultural theory of mind, this paper presents scaffolding strategies for each stage of writing in college English writing teaching and learning. These strategies serve as a foundation for constructing a theoretical dynamic assessment model in Chinese non-English majors' writing classes. By introducing dynamic assessment into college English writing teaching, this paper aims to explore new methods that increase the efficiency of college English writing teaching and promote college students' English writing ability to adapt to the reform of new requirements for college English teaching.

Finding Vygotsky in Early Childhood Deaf Education: Sociocultural Bodies and Conversations.

Children, including those who are deaf, become aware of and learn about their environments through playing and social and cultural interactions. For most deaf children, preschool classrooms are optimal spaces for these interactions to occur, but only if they can fully engage with this environment. We discuss the need for and constituent aspects of full access to learning in these environments for deaf children. Vygotsky's sociocultural theory is employed chiefly as the basis for exploring and analyzing useful strategies for educators and families of deaf children. Our analysis focuses on processes in which individuals create knowledge through interacting with other people and the environment, a core emphasis of our work. We also discuss that, concomitant with full access to linguistic and social opportunities, deaf preschoolers develop a stronger sense of self, which leads to the development of cultures and languages in and out of their families.

Synthesizing Vygotsky's Sociocultural Theory and Deaf Pedagogy Framework Toward Deaf Education Reform: Perspectives From Teachers of the Deaf.

In U.S. deaf education, disablement results from a normative interpretation of disability in the Individuals With Disabilities Education Act. However, Vygotsky's Fundamentals of Defectology (1993) allows educators to view current deaf education pedagogical practices through a sociocultural-constructivist lens and reject the current remedial special education model. We explore our experience as teachers of the deaf to analyze the current state of deaf education, synthesizing two core areas of Vygotskian research-sociocultural theory and deaf pedagogy-and applying them within a framework outlining characteristics of accessible educational environments that facilitate deaf children's sociocultural and intellectual development. We also examine how special education laws create barriers to implementing Vygotsky's recommendations, then offer practical, actionable solutions based on our sociocultural-constructivist deaf education synthesis. We close with suggestions for systemic change in deaf education that can provide deaf students with equitable, accessible educational environments.

Online Psycho-educational Intervention in Mathematical Learning Difficulties

The present study shows the results of six case studies referring to an intervention applied to mathematical learning difficulties. Participants were 8 to 12 years old. The intervention considered mathematics as a language and it is theoretically based on Bronfenbrenner's bioecological model, Vygotsky's sociocultural theory and Peircean semiotics. The objective was to work on the development of academic skills associating mathematics with interactional social skills. The analysis was based on qualitative data collected during the intervention process and quantitative data from scales and instruments with pre- and post-intervention measures. However, due to the COVID-19 pandemic context, some methodological issues were affected, mainly because the evaluations took place before and in the midst of the pandemic. Social impacts of the pandemic have unevenly affected participants, especially adolescents and children. The pandemic had a worse effect on adolescents than on children, especially regarding procedures that involve memory, and those with attentional problems also had worse results.

Teori Perkembangan Piaget dan Vygotsky : Bagaimana Implikasinya dalam Pembelajaran Matematika Sekolah Dasar?

Mathematics is an important subject whose applications were widely used in life. However, many students have difficulty in learning mathematics, including elementary school students. This study aimed to examine the depth of Jean Piaget's cognitive development and Lev Vygotsky's sociocultural theory and their implication for mathematics learning at elementary school age. This study used a qualitative approach with the literature study method. Sources of data in the form of books, journals, and the results of previous research related to research problems. Data collection in this study was carried out using online searches. Data analysis was done by content analysis. The results of this study indicate that according to Piaget's theory of cognitive development, the thinking stage of students in elementary schools was generally in the concrete operational stage. So that the recommended mathematics learning was in the form of student-centered active learning such as discovery learning and contextual learning methods. Meanwhile, based on Vygotsky's sociocultural theory, he recommends cooperative and collaborative mathematics learning as well as optimizing the existence of scaffolding and social interaction in learning.

Bi'ah Lughawiyah of al-Azhar Arabic Course in The Socio-Cultural Vygotsky

This research aims to examine Biah Lughawiyah at the Al-Azhar Arabic Language Course Institute, Pare from the perspective of Vygotsky's socio-cultural theory, namely Zone of proximal development, Scaffolding, and Language and Thought and Cognitive Development. This research uses descriptive qualitative methods. The data source was determined using Purposive Sampling techniques. Data collection techniques use interview, observation and documentation methods. Data analysis techniques use data collection, data reduction, data presentation, and drawing conclusions or verification. The results of this research conclude that Bi'ah Lughawiyah activities at the al-Azhar Pare Arabic Language Course Institute are in accordance with Vygotsky's Socio-Cultural theory, namely: 1) it is mandatory to speak Arabic while at al-Azhar Pare in accordance with the principles of language and thought and cognitive development theory Vygotsky, 2) Mufrodat and al-Azhar Got Talent deposits are in accordance with the principles of zone of proximal development and scaffolding, 3) educational punishments are in accordance with the principles of zone of proximal development, 4) al-imtihan is in accordance with the principles of scaffolding, 5) jurfah class is in accordance with Vygotsky's theory of cognitive development, 6) provision of guidebooks in accordance with the zone of proximal development, 7) awards or rewards in accordance with Vygotsky's principles of language and thought, 8) halaqoh room in accordance with Vygotsky's theory of cognitive development, and 9) an Arabic nuanced environment in accordance with principle of the zone of proximal development.

Drawingfrom and Expandingtheir Toolboxes: PreschoolTeachers' TraditionalStrategies, Unconventional Opportunities, and NovelChallenges in Scaffolding YoungChildren's Social and Emotional Learning During Remote Instruction Amidst COVID-19.

Building on aspects of Vygotsky’s sociocultural theory centering around social interaction and adult scaffolding as essential to children’s learning, this study investigated the most prominently used strategies by eight teachers to scaffold social and emotional learning (SEL) in preschool children (ages 3–4) in the context of remote instruction during the 2021–2022 school year amidst COVID-19. These teachers (seven females and one male) came from two urban preschools funded by their local Board of Education in the state of New Jersey in the United States. These teachers (ages 28–44 years, M = 32 years) varied in teaching experience from five to 29 years (M = 13 years). Each teacher was interviewed for an average of 40 min virtually via Zoom. The interviews were digitally recorded and then transcribed for analysis. A thematic analysis of the data revealed that the three most salient strategies the teachers implemented to virtually scaffold the children’s SEL were: (1) involving book reading and discussion, (2) utilizing visuals, and (3) engaging in targeted conversations. In addition to adapting these three traditional strategies applied during in-person instruction to remote instruction, the teachers creatively and appropriately leveraged online resources to further scaffold and enhance children’s SEL in the unconventional virtual environment, thereby expanding their toolboxes. Despite their intentional efforts, these teachers found that there were unconventional opportunities and novel challenges in scaffolding children’s SEL during remote instruction not traditionally found during in-person instruction. Collectively, the findings of this study suggest that in-person instruction, due to its social nature, is still the most optimal condition for promoting children’s SEL.

Teaching of Language and Pre-Primary School Children’s Reading Readiness in Vihiga County, Kenya

This article presents findings from a study that was carried out in Hamisi Sub-County in Vihiga County, Kenya. The goal of the study was to look at language instruction and pre-primary school children's reading readiness. The study was guided by Vygotsky's sociocultural theory. The study utilized a descriptive survey research design. The study sample was 72 schools selected from a total of 238 to represent 30% of the school population. The schools were sampled using stratified random sampling to ensure that each division was represented by at least 18 out of the 72 schools sampled. Purposeful sampling was used to identify two language teachers from each pre-primary school for the study. One class was observed during a language session and five children were assessed in reading using the reading readiness assessment checklist in 30% of the sampled schools. On the study questions, head teachers and managers from the sampled schools were interviewed. Questionnaires, an interview schedule, a reading readiness checklist, and an observation schedule were used to collect data. Pilot research was conducted by gathering data from the principals and teachers of seven schools in Vihiga Sub County. Test re-test was used to establish whether the tools were reliable. The Alpha reliability coefficient of 0.9 from Cronbach’s convinced the researchers that the instruments were reliable. Data were analysed both qualitatively and quantitatively. The study established that teaching using the first language encourages the acquisition of a second language (85 percent). As a result, first language development must be nourished, nurtured, and improved in order to facilitate English learning, which has a significant impact on reading readiness. The study further established that the learners' social environment, educational environment, and family economic situation all had a significant impact on their language learning and eventual reading readiness (47 percent). The study therefore, concluded that the language environment has the greatest impact on pre-primary school children's reading readiness. Parents are encouraged to enrol their children in pre-primary schools in order to get the benefits of the first level of education

Predicting verbal reasoning from virtual community membership in a sample of Russian young adults

Predicting personality traits from social networking site profiles can help to assess individual differences in verbal reasoning without using long questionnaires. Inspired by earlier studies, which investigated whether abstract-thinking ability are predictable by social networking sites data, we used supervised machine learning to predict verbal-reasoning ability based on a proposed set of features extracted from virtual community membership. A large sample (N = 3,646) of Russian young adults aged 18–22 years approved access to the data from their social networking accounts and completed an online test on verbal reasoning. We experimented with binary classification machine-learning models for verbal-reasoning prediction. Prediction performance was tested on isolated control subsamples for men and women. The results of prediction on AUC-ROC metrics for control subsamples over 0.7 indicated reasonably good performance on predicting verbal-reasoning level. We also investigated the contribution of virtual community's genres to verbal reasoning level prediction for male and female participants. Theoretical interpretations of results stemming from both Vygotsky's sociocultural theory and behavioural genomics are discussed, including the implication that virtual communities make up a non-shared environment that can cause variance in verbal reasoning. We intend to conduct studies to explore the implications of the results further.