ZPD, Tutor; Peer Scaffolding: Sociocultural Theory in Writing Strategies Application

Shooshtari, Zohreh Gooniband; Mir, Farzaneh

doi:10.1016/j.sbspro.2014.03.605

Cited by 16 publications

(17 citation statements)

References 18 publications

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“…The Zone of Proximal Development (ZPD) is 'the distance between the actual developmental level of a student as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers' (Vygotsky, 1978: 86 cited in Berkiryazicic, 2015. Therefore, learning consists of challenging students to perform tasks located in their ZPD and providing them with assistance in performing the task until the students are able to perform the task on their own (Naeini, 2014;Shooshtari & Mir, 2014). This allows the students to continually increase the range of tasks they can perform on their own.…”

Section: Zone Of Proximal Developmentmentioning

confidence: 99%

“…No empirical studies on the association between ZPD and cognitive loading were found. Nevertheless, since working in the ZPD means working with tasks which students cannot perform on their own unless with appropriate help (Naeini, 2014;Shooshtari & Mir, 2014), it is expected that tasks located in the ZPD will induce some amount of cognitive loading. Therefore, assessment tasks located in the ZPD of students will also induce cognitive loading but less than that induced by complex questions.…”

Section: Zpd and Cognitive Loadingmentioning

confidence: 99%

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Cognitive Loading Due to Self-Directed Learning, Complex Questions and Tasks in the Zone of Proximal Development of Students

Zulu

Haupt

Tramontin

2018

PEC

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The aim of the research was to explore the levels of cognitive loading induced by certain tenets of constructivist pedagogy namely self-directed learning complex questions and zone of proximal development. The study also sought to investigate the associations between these constructs and with cognitive loading and complex questions. Data for the research were collected using a questionnaire survey of a sample of students studying towards undergraduate degrees in construction-related studies at - public universities in South Africa. The data were factor analyzed to determine the factor structure of the constructs and to assess instrument validity and reliability. The relationships between the various constructs were analyzed using structural equation modeling (SEM). Consistent with other studies, the research found that complex questions induce a statistically significant amount of cognitive loading in students. The study also found that self-directed learning does not induce cognitive loading while subjecting students to tasks which are in their zone of proximal development is likely to induce some cognitive loading albeit much less than that from complex questions. Locating tasks in the zone of proximal development of students is likely to lead students to engage in some self-directed learning. It was also found that complex questions had a small significant association with self-directed learning. To reduce the amount of cognitive loading which students are subjected to, complex questions should be avoided for students with little subject prior knowledge, otherwise, students should be appropriately scaffolded. Students should be encouraged to engage in self-directed learning in order to reduce cognitive loading. Learning tasks assigned for self-directed learning should not be complex relative to the knowledge of the students as this discourages students from persisting with self-directed learning due to high cognitive loading. Keywords: cognitive loading, complex questions, self-directed learning, zone of proximal development.

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Section: Zone Of Proximal Developmentmentioning

confidence: 99%

Section: Zpd and Cognitive Loadingmentioning

confidence: 99%

Cognitive Loading Due to Self-Directed Learning, Complex Questions and Tasks in the Zone of Proximal Development of Students

Zulu

Haupt

Tramontin

2018

PEC

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“…Bruner, 1990;Donato, 1994;Gibbons, 2002). Shooshtari and Mir (2014) have illustrated how peer scaffolding can improve L2 learners' writing strategies. They discuss two peer scaffolding activities: 'joint construction' refers to a learning activity wherein a group of students construct a task together with the teacher as a 'mentor'.…”

Section: Introductionmentioning

confidence: 99%

“…'Peer response feedback' is an activity wherein students work in pairs or small groups using prompts provided by the teacher to respond to each other's writing. The results reveal that these types of peer-scaffolding exercises help participants make remarkable progress in both writing quality and strategies (Shooshtari & Mir, 2014). Li and Kim (2016) have examined peer scaffolding in L2 writing by analysing language functions, which they divide into two categories-initiating and responding.…”

Section: Introductionmentioning

confidence: 99%

Phonological strategies and peer scaffolding in digital literacy game-playing sessions in a Finnish pre-primary class

Kulju

Mäkinen

2019

Journal of Early Childhood Literacy

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This study explored what kind of phonological strategies are used by children and how they scaffold each other while they solve tasks in a digital literacy game. The theoretical basis of this study lies in Vygotsky's thoughts on the role of social interaction in learning and in the concept of peer scaffolding. The data included eight videotaped game-playing sessions conducted in small groups in a Finnish pre-primary class with six-year-old children. The analysis was carried out in two phases. Based on a qualitative content analysis of the peer-scaffolding episodes (N = 363), it was found that the Finnishspeaking children used several types of phonological strategies-such as syllabification of words, phonological processing and the production of letter names in solving wordand syllable-level game tasks. Furthermore, a microgenetic analysis of the episodes showed that the six-year-olds displayed emerging peer-scaffolding patterns, such as initiation, responding, modelling and expanding. The results illustrate the pedagogical potential of digital literacy games in the context of social interaction and peer scaffolding.

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“…-It also gave the opportunity to collaborate, reflect and interact with peers Daniel (2017) [44] -To find out the importance of online learning -Online learning nurtured proactivity in students. Shooshtaria and Mir (2014) [45] -To examine how scaffolding helps in enhancing ESL students' writing procedures and performance with the assistance of peers and random feedback from instructor.…”

mentioning

confidence: 99%

A Review of the Literature on Theintegration of Computer Mediated Communication (Cmc) in Process Writing Approach Towards Esl Students’ Writing

Ismail¹,

Samad²

2019

Edu.sust.Societ

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This paper primarily discusses the literature on the asynchronous mode implemented in a Computer Mediated Communication (CMC) environment and process writing approach for writing. The aim of this paper is to develop a research design for the study entitled 'The Role of Computer Mediated Communication (CMC) used in Process Writing Approach among Secondary ESL Students' Writing'. Hence, this review draws on 40 reviewed articles, published from 2006 until 2018. The selected articles were gathered from several online databases such as Google Scholar,

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ZPD, Tutor; Peer Scaffolding: Sociocultural Theory in Writing Strategies Application

Cited by 16 publications

References 18 publications

Cognitive Loading Due to Self-Directed Learning, Complex Questions and Tasks in the Zone of Proximal Development of Students

Cognitive Loading Due to Self-Directed Learning, Complex Questions and Tasks in the Zone of Proximal Development of Students

Phonological strategies and peer scaffolding in digital literacy game-playing sessions in a Finnish pre-primary class

A Review of the Literature on Theintegration of Computer Mediated Communication (Cmc) in Process Writing Approach Towards Esl Students’ Writing

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