Zone Of Proximal Development Theory Research Articles

Panel Discussion as a Teaching Tool in the EFL Classroom

This article seeks to provide a comprehensive review of panel discussions, focusing on the procedures for conducting them and the advantages of incorporating them as a teaching tool in the ESL classroom. Despite the limited existing literature on the use of panel discussions in educational settings, this review aims to shed light on the potential benefits of this approach. Panel discussions offer numerous advantages when employed as a teaching strategy in ESL classrooms, particularly in enhancing students' speaking skills and promoting active engagement. The benefits of utilizing panel discussions in ESL instruction are manifold and warrant further exploration. This teaching method can be particularly beneficial for ESL students as it encourages collaborative learning, fosters critical thinking, and improves communication skills. By engaging in panel discussions, students have the opportunity to express their thoughts, listen to diverse perspectives, and develop their speaking abilities in a supportive environment. Moreover, the Zone of Proximal Development theory proposed by Lev Vygotsky provides a theoretical framework for understanding the effectiveness of panel discussions in the ESL classroom. This theory emphasizes the importance of scaffolding and peer interaction in facilitating learning and cognitive development. By leveraging the Zone of Proximal Development, educators can optimize the use of panel discussions to create a dynamic and interactive learning environment that enhances students' language proficiency and overall academic growth.

English Teachers’ Practice of Classroom Discourse in Light of Zone of Proximal Development Theory and Scaffolding Techniques

This research examines English teachers’ use of classroom discourse in the light of Zone of Proximal Development (ZPD) theory and scaffolding techniques. English teachers play an essential role in increasing dialogic interaction in their English language learners (ELLs). The participants were 18 English teachers from government secondary school in Makkah city, Saudi Arabia. The observation sheet used to collect data concentrated on major points of classroom discourse in the lesson stages of teaching English including lesson planning, explanation, and evaluation. The results highlight high-level practice of some strategies that support authoritative discourse in some strategies in the three lesson stages. However, the findings reveal lower levels of teachers’ use of strategies that support teaching in the ZPD. The findings also reveal an increase in the use of some strategies such as concentration on correcting errors in the planning stage before implementing the lesson. Furthermore, the findings reveal an increase in teachers’ use of some strategies such as encouraging continuous classroom discourse without providing correct responses for learners before discussions in the teaching stage. Also, it indicates a high-level increase in the use of some strategies such as evaluation of previously memorized concepts, and asking questions to evaluate students’ performance levels in the evaluation stage.

Zone of Proximal Development: Investigating the Most Usage Conjunctions and the Common Issues Written by EFL Students at Paragraph Levels

This qualitative paper covered an in-depth investigation of using different types of conjunctions taking into consideration their meaning and functions. To investigate the common issues of using conjunctions and exploring the most types of conjunctions that the participants applied, ZPD was framed to develop the study. The participants were undergraduates who were studying at one of the Saudi universities. They were selected from level one who enrolled in the Grammar 1 course. The sample of the study was chosen randomly. They were divided into two groups, which were Group one and Group two. Both received the same instructions from the same instructor in the class. The difference was that group one had an opportunity to use their textbook and were allowed to discuss and receive help from their partners. Whereas, group two did not receive any help; they were supposed to structure their written texts individually. For this reason, the zone of proximal development theory was selected as a framework. The findings of the study highlighted the participants’ issues in using conjunctions, including fragment sentences, creating too-long sentences with unclear messages, and failing to use punctuations with conjunctions. Further, the results listed the conjunctions that each group used. Group two only used three familiar conjunctions, which were And, But, and Because. However, group one was better at using various conjunctions because they tried to use more types, such as And, Or, So, But, and Because. Thus, applying cooperative learning and scaffolding raised the chance of using student-centered methods in grammar classrooms.

TEACHER QUESTIONING ON STUDENTS’ CRITICAL THINKING ABILITY IN HIGH SCHOOL ENGLISH READING

Critical thinking is an important part of thinking ability. Teachers’ questions in English reading classrooms affect the quality of reading teaching and play a key role in cultivating and developing students’ critical thinking. There is a certain positive impact on students' critical thinking. However, in the current high school English reading teaching in China, most teachers lack attention to the cognitive level of questioning, and the number of questions with high cognitive level is relatively small. Teachers lack the awareness of using classroom questions to stimulate students' thinking, which is not conducive to cultivating and developing students' critical thinking. (1) How does teacher questioning affect students' critical thinking tendency in high school English reading teaching? (2) How does teacher questioning affect students' critical thinking skills in high school English reading teaching? (3) What is the impact of teachers' questions on students' English reading performance in high school English reading teaching? In response to these problems, this study classifies and designs teacher questions based on Bloom's cognitive target classification, and applies teacher questions to English reading teaching based on constructivism theory and zone of proximal development theory. Using empirical research methods to explore the impact of teacher questioning on students' critical thinking and the effectiveness of cultivating students' critical thinking in high school English reading teaching, with a view to the design of questions in front-line English teachers' reading teaching and the cultivation of students' critical thinking for reference.

基于建构主义的专业英语写作混合式教学模式探究

Abstract: The application of constructivist ideas in professional English writing teaching can help students construct meaningful understanding of course content while learning English, thereby improving their English writing and comprehension abilities. It enables students to explore course knowledge more deeply and ensures comprehensive improvement of students' professional English literacy under the influence of blended learning. Therefore, in the process of reforming and innovating professional English writing teaching activities, teachers should reexamine the guidance of constructivist ideas and choose constructivist theory, zone of proximal development theory, and input-output theory as guiding principles. They should explore group cooperative blended learning models, blended learning models in segmented classrooms, and blended learning models supported by communicative context creation. This approach effectively highlights the scientific and rational nature of educational reform and promotes high-quality advancement of professional English writing teaching.

Impact of Geographical Factors on Vietnamese Teachers’ Satisfaction with “Teacher Activity Groups” Project

This study examines how geographic location affects the satisfaction of English language teachers participating in the innovative Teacher Activity Groups project. The project represents a pioneering example of technology-enhanced, cross-cultural collaboration between a Welsh institution, where English is the native language, and Vietnam, where English is taught as a foreign language. The six-month project was conducted entirely online, using digital platforms such as Zoom and Google Meet for interaction, fostering cooperative learning and problem-solving among 147 K-12 teachers. Employing a theoretical framework that draws upon the adult learning theory, the community of practice theory, and the zone of proximal development theory, this study offers a comprehensive evaluation of the Teacher Activity Groups project, focusing on five key levels of analysis: participants’ reactions, participants’ learning, organisation support and change, participants’ use of new knowledge and skills, and student learning outcomes. The questionnaire’s quantitative findings reveal notable differences in teacher satisfaction across urban, suburban and rural areas. Notably, suburban teachers expressed greater satisfaction in almost all measured categories. This disparity across different geographical areas highlights the importance of considering context-specific factors in the design and implementation of professional development initiatives like the Teacher Activity Groups project. Through its analysis, this study underscores the potential of cross-cultural, online collaborative projects in fostering professional development and suggests areas of focus for enhancing English language teaching and learning in different socio-educational contexts.

Effect of an Analogy-Based Approach of Artificial Intelligence Pedagogy in Upper Primary Schools

Artificial intelligence (AI) has emerged as a prominent topic in K-12 education recently. However, pedagogical design has remained a major challenge, especially among young learners. Guided by the Zone of Proximal Development theory and AI education research literature, this design-based study proposes an analogy-based pedagogical approach to support AI teaching and learning in upper primary education. This pedagogical approach is centered on human–AI comparison, where humans are gradually shifted from an analogue to a contrast to make visible the attributes, mechanisms, and processes of AI. To evaluate its effectiveness, a quasi-experimental study with mixed methods was conducted. The quantitative comparison shows that the participants in the experimental group learning with the analogy-based pedagogical approach significantly outperformed their peers with the conventional direct instructional approach in all three dimensions of AI knowledge, skills, and ethical awareness. Qualitative analyses further reveal its pedagogical benefits, including demystifying AI through relatable and engaging learning, supporting student comprehension and skill mastery, and nurturing critical thinking and attitudes. The analogy-based approach contributes to the field of K-12 AI education with an age-appropriate, child-friendly pedagogical approach. Notably, AI education should prioritize teaching for student understanding, and AI should be recognized as an independent subject with interdisciplinary applications.

Exploring Vygotsky's Zone of Proximal Development in Pedagogy: A Critique of a Learning Event in the Business/Economics Classroom

This academic journal article presents a critical examination of Lev Vygotsky's Social Constructivist Theory and its application in the Business/Economics classroom within a British educational context. Vygotsky's theory posits that the interaction between an individual's learning and social environment significantly shapes their intellectual development. This research highlights the educator's crucial role in understanding students' limitations in the learning context and providing necessary support and guidance to facilitate effective learning outcomes. Central to Vygotsky's theory is the Zone of Proximal Development (ZPD), representing the "learning gap" between a student's current knowledge and their potential. Emphasizing the concept of Scaffolding as a key strategy to bridge this gap, this study investigates how Scaffolding, though not explicitly mentioned by Vygotsky, aligns inherently with the ZPD theory, facilitating students' progression from their current proficiency level (Point A) to a more advanced stage (Point B).

Supervisory Support Services in Enhancing Postgraduate Students Timely Completion of Studies at the Open University of Tanzania

This study investigated supervisory support services in enhancing postgraduate students’ timely completion of studies at the Open University of Tanzania. The study was guided by the Zone of Proximal Development Theory by Levy Vigotsky (1978). Convergent design under a mixed research methods approach was employed. The target population were 989 postgraduate students, 133 research supervisors, 4 Faculty Deans and 1 Directors of postgraduate studies. Stratified random sampling technique, multistage sampling technique and purposive sampling technique were used to select a sample of 242 respodents. Questionnaires, interviews guides and document analysis guide were the data collection instruments used. Instruments were validated by research experts and Cronbach Alpha was used to ensure reliability of Likert scale items of questionnaires. Triangulation and peer debriefing were used to ensure reliability of qualitative instruments. Quantitative data were analysed by using descriptive statistics while qualitative data were analyzed by using thematic analysis. The findings indicated that majority of postgraduate students are not provided sufficient support services necessary for research supervision. The study concluded that insufficient support services given to postgraduate students affects their timely completion of studies. It was recommended that the Open University of Tanzania should ensure that support services necessary for research supervision are made available and accessible to postgraduate students for enhancing their timely completion of studies.

A Comparative Study on the Most Popular Music Teaching Approaches since 20th Century: the Orff, Kodály, and Suzuki

Music teaching approaches are systematic teaching methods music educator use in music classrooms. The famous ones are the Orff approach, the Kodály approach, the Suzuki approach, and the Dalcroze approach. This article looks at the Orff approach, the Kodály approach, and the Suzuki approach in depth, starting with a brief review of each approach, followed by the comparison of the three from aspects of Zone of Proximal Development theory, movements, speech and language, team-work and cooperation, process of music learning, and specialties. Both the positive and negative implementations are provided from the point view of students and families, and teachers.

The ZPD Perspective on Teachers' Question-Answer Strategies In Mathematics Classroom

As teaching methods continue to change, the ability of students to think and solve problems autonomously has become one of the main focuses of teaching, and therefore teachers' question answering strategies have become essential. Many researchers have raised the importance of the zone of proximal development theory in question answer strategies, but few have summarized the specific type of question-answer strategies need to be used in different scenarios. For this reason, this paper will research on teacher question-answer strategies in mathematics classrooms from the perspective of ZPD. A case study was conducted based on two videos of mathematics class, and qualitative analysis was conducted through conversation analysis transcript. Research shows that the selection of question-answer strategies is related to identifying the zone of proximal development of students. If students’ questions are in their ZPD, then teacher will allow learners to explore the solution on their own and will follow up by asking more questions to students. On the other hand, answers should be provided directly for removing meaningless barriers that restricts discovery. Having different question-answer strategies is to balance learners’ cost of learning in the discovery process. This will enhance students to be autonomous learners by reaching achievable learning goals at potential developmental levels.

A Study on the Development of Learners in Hairdressing Using Vygotsky's Zone of Proximal Development

Among the hair and beauty subjects, “Upstyle practice” education is not a regular curriculum but a “separate subject” that is “opened separately by researchers” and is a subject that is not included in the national technical qualification (beautician) exam, but is cooperative learning for learners. This is because it is possible to show artistry through this, and it is judged that it is appropriate to present the development of learners because of its easy participation and high utilization, and it can be selected as a subject for research and experimental research. The purpose of this study is to promote learner development and suggest educational effects by setting scaffolding and measuring interest and learning attitudes in small-group cooperative learning of Vygotsky's Zone of Proximal Development Theory. In the theoretical study, as a literature review on Vygotsky's educational theory, the researcher used Vygotsky's Zone of Proximal Development (ZPD). was designed. Classes using Vygotsky's Zone of Proximal Development showed relatively high interest and learning attitudes compared to traditional classes. can see. In the future, it is expected that continued research will be conducted on the content of hair and beauty practice courses that can be incorporated into daily life naturally.

An Empirical Study on the Data Analytics-based Self-Regulated Learning Scaffolding Model for Primary Students

In the age of Internet Plus, the deep integration of information technology into education and individualized instruction have become a growing trend in education development. Self-regulated learning is a key element of student core competence, but easy to be overlooked in basic education. The purpose of this study is to establish the data analytics-based self-regulated learning scaffolding model for primary students and test its results in teaching practice, citing Scaffolding Theory and Zone of Proximal Development Theory as its rationale. Research findings demonstrate that learning data analytics-enabled self-regulated after-class learning can help enhance learning outcomes and develop student learning strategies.

A pedagogy of fluvial geomorphology: Incorporating scaffolding and active learning into tertiary education courses

AbstractThis commentary focusses on the pedagogy of a fluvial geomorphologist. It outlines some education psychology and pedagogy theories that can be used to inform the design and delivery of a third year undergraduate fluvial geomorphology and river management course and two professional development units for industry. A worked example is used to demonstrate how scaffolded learning (including Piaget's stages of cognitive development and Vygotsky's zone of proximal development theory), and active learning techniques can be integrated and applied in practice. The author then provides some personal reflections and recommendations that others (both geomorphologists and non‐geomorphologists) may find useful in developing their own pedagogy in tertiary education, irrespective of career stage.

The Application of Scaffolding Instruction to Vocabulary Teaching in Primary School

Vocabulary is the foundation of English learning, and owing an amount of vocabulary at a certain extent is a necessity in improving primary students’ ability in listening, speaking, reading and writing. With the innovation of educational concept and reform of new curriculum, many new teaching approaches are emerged and applied in English class, and scaffolding instruction has showed its strong applicability in this specific teaching area. This article gives an introduction to its theoretical basis, Zone of Proximal Development theory and Constructivist theory, and considers about its steps and features, putting students in the central role at class. With the adoption of literature research method, this paper proposes some applicable strategies of teaching vocabulary based on scaffolding instruction.

Research on the application of zone of proximal development theory in school physical education teaching in China

Based on the "zone of proximal development" theory of educational psychologist levvygotsky, this paper studies the school physical education teaching in China by using the methods of literature and logical analysis. By analyzing the theory and combining with teaching practice, this paper explores how this theory guides physical education teaching and improves the teaching effect of physical education classroom. First of all, this paper expounds and analyzes the connotation of the zone of proximal development theory, and puts forward that teaching should be ahead of development. It analyzes the Enlightenment of this theory on school physical education teaching in China: from two aspects: promoting physical education teachers to update teaching concepts and optimizing teaching content according to the actual level of students.

Title: The Zone of Proximal Development Theory in the Learning Of Operations In Mathematics At Primary Level

Title: The Zone of Proximal Development Theory in the Learning Of Operations In Mathematics At Primary Level

Becoming a nurse preceptor, the challenges and rewards of novice registered nurses in high acuity hospital environments.

Precepting is a common and expected role of nurses in clinical settings worldwide. This research explored novice nurse's experiences of precepting undergraduate nursing students in high-acuity hospital environments. An interpretive study was undertaken with 12 novice nurses (<3-years of post-registration clinical experience), who were precepting nursing students. Data was collected through focus groups and thematically analysed. The zone of proximal development theory was applied to understand the relationship of learning that occurs between students and nurses. Three themes were identified. Firstly, participants established that precepting students enhanced their own self-development, and was a rewarding role, that not only developed the student into a nurse, but provided opportunities for the novice nurse to learn. Second, precepting was both challenging and rewarding. The challenges involved the student, the context, and the preceptors' own teaching and learning skills, resulting in feelings of frustration and conflict between nursing care and preceptor roles. Third, precepting was an expectation of both the nursing role and from senior nurses. At times, the participants felt overwhelmed and drained, particularly when having students that challenged them on multiple consecutive shifts. Participants identified the need for guidance and support from more capable peers to develop confidence while precepting nursing students.

Dynamic assessment to improve students’ summary writing skill in an ESP class

Dynamic assessment is one kind of assessment that integrates the process of interaction within the implementation. The method is based on Vygotsky's zone of proximal development theory which mentions that the students need guidance in a learning process before they can solve the problem individually. The use of dynamic assessment has been proved to be effective in improving the students’ skill in teaching of English as a foreign language (TEFL) settings. This study aims to investigate the role of dynamic assessment in improving the students’ summary writing skill in an English for specific purposes (ESP) class. The method used was quasi-experimental in design. The subjects were 22 students of a public library technician programme in a public university in Indonesia. They were divided into two groups; an experimental group, and a control group. The experimental group received the treatment of dynamic assessment, while the control group did not. The data were gathered through pre-tests and post-tests. The data of pre-test and post-test were tabulated and analysed using the Statistical Package for Social Sciences (SPSS). The result showed that the implementation of dynamic assessment is effective in improving the students’ skill in summary writing.

Human-centred design knowledge into maritime engineering education; theoretical framework

Maritime designers engaged in the ship design process seem to be fairly unaware about human factors (HF), human-centred design (HCD) and the operational issues that ships’ crew are facing during their sea time. This is likely due to the combined effect of poor maritime HF education in maritime design engineering courses and poor ‘post-design’ contact with those who work onboard the ships. In order to address this issue, recent research studies suggest focusing on transferring HF/HCD knowledge to maritime design engineering students’ education in a more targeted, engineering-oriented fashion. This paper presents a theoretical framework and its proposed application to facilitate the maritime design engineering undergraduates to learn HF/HCD concepts and apply them during design process. The proposed framework is developed by connecting Problem-Based Learning and Peer-Led Team Learning student-centred pedagogies with Vygotsky’s Zone of Proximal Development theory that is central to Vygotsky’s sociocultural theory. The final-year design project unit of the Bachelor of engineering degree at Australian Maritime College is chosen to operationalise the proposed framework through a Participatory Action Research methodological framework, which is considered appropriate to study the effectiveness of a teaching intervention.