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Dyskurs edukacyjny w klasie językowej z perspektywy teorii społeczno-kulturowej

100%
Rokoszewska K.
Neofilolog
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2012
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issue 38/1
27-42
EN
The present paper focuses on classroom discourse from the perspective of Sociocultural Theory. This theory, represented mainly by Vygotsky (1978), Leont'ev (1978) and Wertsch (1985), has been applied to second language acquisition by researchers such as Lantolf (1994). Firstly, the paper presents the view of language and language learning and the main constructs in sociocultural SLA, such as mediation through social interaction, mediation by means of private speech, internalization, the zone of proximal development, and Activity Theory. The methodology of sociocultural research is also taken into consideration. Secondly, the paper describes a number of studies into classroom discourse which are discussed in reference to the constructs mentioned above. Thirdly and finally, the paper provides some evaluation of the theory in question.
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EFL learners’ engagement and learning motivation in team-based mobile language learning through WhatsApp

99%
Imamyartha D., Wahjuningsih E., A’yunin A., Santihastuti A., Mitasari, Trisna Ayu Fauzie D. L., Hari Andika E. C.
Teaching English with Technology
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2022
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vol. 22
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issue 1
82-103
EN
The study aims at portraying EFL learners’ interactivity and motivational dynamics when engaged in team-based mobile learning (TBML) through WhatsApp within the environment of English for Academic Purposes. Data were collected through survey on online learning engagement and learning motivation and analyzed using descriptive statistics coupled with correlation analysis. Thematic analysis was operative to analyze students’ reflection for more fine-grained insights on the nature of collaborative mobile learning, supported with directed content analysis geared to Activity Theory (AT) on the archives of group’s online discussion. Albeit technical challenges and negative affectivity therefrom, the findings emphasize the potency of WhatsApp as a social-network (SN) learning platform which engages language learners in supportive micro and macro learning environment as the pre-cursor to elevated motivation, self-regulation, and pedagogical rethinking. The implication highlights teacher’s necessity to scaffold group dynamics and condition student’s mentality to live the target language in the mobile learning.
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