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EFL Students’ Reflections on Peer Scaffolding in Making a Collaborative Oral Presentation
16 references·5 citing·37 second hop
EFL Students’ Reflections on Peer Scaffolding in Making a Collaborative Oral Presentation (2013)EFL Students’ Reflections on Peer Scaffol…Sociocultural Theory and Second Language Learning (2013)Sociocultural Theory and Seco…Effects and student perceptions of collaborative writing in L2 (2011)Effects and student perceptio…Scaffolding Instruction for English Language Learners: A Conceptual Framework (2006)Scaffolding Instruction for E…Collaborative writing: Product, process, and students’ reflections (2005)Collaborative writing: Produc…The Ecology and Semiotics of Language Learning (2004)The Ecology and Semiotics of …Vygotsky's Educational Theory in Cultural Context (2003)Vygotsky's Educational Theory…The Zone of Proximal Development in Vygotsky's Analysis of Learning and Instruction (2003)The Zone of Proximal Developm…Scaffolding language, scaffolding learning : teaching second language learners in the mainstream classroom (2002)Scaffolding language, scaffol…Patterns of Interaction in ESL Pair Work (2002)Patterns of Interaction in ES…Activating the ZPD: Mutual Scaffolding in L2 Peer Revision (2000)Activating the ZPD: Mutual Sc…A Vygotskian Perspective on Corrective Feedback in L2: The Effect of Random Versus Negotiated Help on the Learning of English Articles (2000)A Vygotskian Perspective on C…Socio‐Cognitive Functions of L1 Collaborative Interaction in the L2 Classroom (1999)Socio‐Cognitive Functions of …Vygotskian Approaches to Second Language Research (1994)Vygotskian Approaches to Seco…Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology (1991)Vygotsky and Education: Instr…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)THE ROLE OF TUTORING IN PROBL…Translanguaging as an Agentive, Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners (2019)Translanguaging as an Agentiv…Students’ language use for co-construction of knowledge in CLIL group-work activities: a comparison with L1 settings (2017)Students’ language use for co…The impact of scaffolding and nonscaffolding strategies on the EFL learners' listening comprehension development (2016)The impact of scaffolding and…Peer Feedback Practice in EFL Tertiary Writing Classes (2016)Peer Feedback Practice in EFL…Material scaffolding: Supporting the comprehension of migrant cleaners at work (2016)Material scaffolding: Support…Plans and the structure of behavior. 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References

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  • 1976THE ROLE OF TUTORING IN PROBLEM SOLVING *8,828 cited
  • 2013Sociocultural Theory and Second Language Learning3,850 cited
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  • 2002Patterns of Interaction in ESL Pair Work1,079 cited
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  • 2005Collaborative writing: Product, process, and students’ reflections1,013 cited
  • 2003Vygotsky's Educational Theory in Cultural Context997 cited
  • 2002Scaffolding language, scaffolding learning : teaching second language learners in the mainstream classroom847 cited
  • 2006Scaffolding Instruction for English Language Learners: A Conceptual Framework607 cited
  • 2000Activating the ZPD: Mutual Scaffolding in L2 Peer Revision485 cited
  • 2000A Vygotskian Perspective on Corrective Feedback in L2: The Effect of Random Versus Negotiated Help on the Learning of English Articles457 cited
  • 2011

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Effects and student perceptions of collaborative writing in L2
375 cited
  • 1999Socio‐Cognitive Functions of L1 Collaborative Interaction in the L2 Classroom329 cited
  • Cited by

    • 2016Peer Feedback Practice in EFL Tertiary Writing Classes31 cited
    • 2017Students’ language use for co-construction of knowledge in CLIL group-work activities: a comparison with L1 settings30 cited
    • 2016Material scaffolding: Supporting the comprehension of migrant cleaners at work30 cited
    • 2016The impact of scaffolding and nonscaffolding strategies on the EFL learners' listening comprehension development28 cited
    • 2019Translanguaging as an Agentive, Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners11 cited