This study explores the impact of sociocultural theory-based instruction on enhancing L2 learners' writing skills including grammatical accuracy, coherence, cohesion, task response, and lexical resources for the IELTS. To this end, a cohort of 40 participants, spanning intermediate and advanced proficiency levels, was divided into experimental and…

Concept-based language instruction (C-BLI) is a pedagogy guided by sociocultural theory, which has been shown to be effective in facilitating second language learning. Typical activities include materialization by using a schema for a complete orienting basis of an action (SCOBA) and languaging, through which learners' internalization of…

The present study investigated the effects of text-based and audio-based dynamic glosses on L2 vocabulary learning within a sociocultural approach. Dynamic glosses were operationalised as a set of incrementally ordered prompts, provided during text-based and audio-based interactions that guided the participants to identify the meaning of unknown…

Peer learning, also known as collaborative learning, is based on social constructivism and contends that learning takes place more actively when students interact socially with their peers. This study sought to examine the effects of scaffolded peer assessment in group-oriented classrooms on developing speaking skills and enlarging the vocabulary…

This study compares the effect of ZPD feedback with explicit feedback on accuracy in second language (L2) writing. It also examines the effect of focused vs. unfocused ZPD feedback on L2 writing development during teacher-student tutorial sessions. Four participants wrote five persuasive essays and were provided with ZPD or explicit feedback…

This dissertation uses the Conceptual Blending Hypothesis from the socio-cognitive method presented and refined by Kecskes (2002, 2004, 2007, 2010, 2020) to explain how the lexical choice of bilinguals differs across sociocultural situations. Quantitative (lexical density, lexical diversity, and lexical sophistication) and qualitative (lexical…

In order to gain a deeper insight into second/foreign language (L2) classroom discourse, teacher talk, as one of the most important aspects of this discourse, needs to be studied from different perspectives. So, the purpose of the present study is to address the association between teachers' experience and different types of semantic schemata in…

Recent discussions in language communication indicate the effectiveness of technology and computer-mediated communication. Research also highlights the central role of synchronous and asynchronous modes of interaction in second and foreign language development. Gaining insights from Vygotskyan sociocultural theory of mind, the present study…

The current paper examined the impact of Dynamic Assessment (DA) on the speaking skills of EFL learners applying socio-cultural theory, which was developed by Vygotsky (1934). The study also tried to compare the results from online synchronous DA sessions, which were done in the form of one-to-one online training over Google Meet, with the results…

The main purpose of the present study is to propose a framework for implementing group dynamic assessment (DA) using students' smartphones for improving and assessing EFL learners' ability to produce well-formed and appropriate requests. This study focuses on five learner reciprocity moves during DA interactions to get deeper insights into the…

Task repetition (TR) is a valuable tool to direct learners' attention from meaning to language form. The first time learners perform a task their focus is on conveying meaning, whereas during the second enactment they tend to focus on the form of their message. Collaborative writing also promotes learners' focus on form, allowing extra time to pay…

Despite growing interest in the studies on Zone of Proximal Development (ZPD), its operation in the forms of individualized and group-wide has been controversial. To cast some empirical light on the issue, this study was designed to study the applicability of the two scenarios of ZPD-based instructions to the writing accuracy of two levels of…

Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight…

Although some assessment modes have proved successful, many learning problems encountered by low achieving learners need to be fixed by a more procedurally adequate remedial classroom assessment. Many EFL instructors adopt conventional and static modes of assessment rather than flexible and humanistic assessment modes. Hence, the study aims at…

Drawing on sociocultural theories of language and literacy practice and Curdt-Christiansen's theoretical framework of family language policy (FLP), this multiple case study investigates the perceptions, practices, and challenges regarding heritage language maintenance (HLM) of Chinese immigrant families in a mid-sized Midwestern American city. The…