Sociocultural account of CALL feedback as scaffolding toward desired performance¶

Theory · All theories
Evidence · no claims cited

Description¶

The article frames feedback within sociocultural theory, in which language learning is not isolated and unmediated but supported by more knowledgeable others or tools. It states that "Sociocultural theorists consider feedback to be an essential component of language learning informing learners about their performance", and that feedback's main purpose is to scaffold learners from their current level toward the desired level. Scaffolding may take the form of a dictionary, application, or feedback, and is described as support enabling a learner to accomplish a task otherwise beyond reach. The article uses this account to motivate why feedback in CALL should benefit language learning.

Design Implications¶

Context¶

Requirements¶

• Feedback must inform learners about their performance relative to a desired level

Constraints¶

Target Learners¶

• K-12 through college second/foreign language learners

Target Learning Objectives¶

• Second language learning outcomes (grammar, writing, listening, speaking, reading, pronunciation)

Claims¶

Related Theories¶

• Sociocultural Theory
• Dynamic assessment and the zone of proximal development as a framework for mediator-learner interaction
• Zone of Proximal Development: tasks a child cannot yet do alone but can do with help
• Vygotsky's sociocultural theory: development is historically situated, culturally determined, and proceeds through internalization of social interaction
• Zone of Proximal Development: the gap between independent and assisted problem solving
• Zone of Proximal Development as an assessment and instruction tool

Examples¶

• Use scaffolding techniques to help students complete tasks within their zones of proximal development

Key Sources¶

• Adnan F. Saad Mohamed. (2020). Feedback in Computer-Assisted Language Learning: A Meta-Analysis. TESL-EJ, 24(2). https://tesl-ej.org/wordpress/issues/volume24/ej84/ej84a1/