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2015
- ISSN: 2382-6282 (Print); 2972-3108 (Online)
- Abbreviated Title: Int. J. Lang. Lit. Linguist.
- Frequency: Bimonthly
- DOI: 10.18178/IJLLL
- Editor-in-Chief: Dr. Jason Miin-Hwa Lim
- Managing Editor: Jennifer X. Zeng
- Indexed by: CNKI, Google Scholar, Crossref,
- E-mail: ijlll_Editor@126.com
IJLLL 2015 Vol.1(3): 170-173 ISSN: 2382-6282
DOI: 10.18178/IJLLL.2015.1.3.33
DOI: 10.18178/IJLLL.2015.1.3.33
Significance of Scaffolding and Peer Tutoring in the Light of Vygotsky’s Theory of Zone of Proximal Development
Mehwish Haider and Aalyia Yasmin
Abstract—Peer tutoring helps more competent peers to scaffold learners within their Zone of Proximal Development to enhance their comprehension and cognitive development. Thus the present paper attempts to investigate the significance of scaffolding and peer tutoring to enhance the learners’ understanding of English language particularly reading skills at school level. Experimental research design is used to conduct the present study. Data is computed, tabulated and analysed by using descriptive statistics of mean, median, SD, coefficient of variation, and inferential statistics of t-test. The outcome of present research highlights the significance of scaffolding and peer tutoring as the learners of the experimental group performed significantly better than the learners of the control group.
Index Terms—Peer tutoring, scaffolding, second language learning, zone of proximal development.
The authors are with International Islamic University, Islamabad, Pakistan (e-mail: mahvish.haidar@gmail.com).
Index Terms—Peer tutoring, scaffolding, second language learning, zone of proximal development.
The authors are with International Islamic University, Islamabad, Pakistan (e-mail: mahvish.haidar@gmail.com).
Cite:Mehwish Haider and Aalyia Yasmin, "Significance of Scaffolding and Peer Tutoring in the Light of Vygotsky’s Theory of Zone of Proximal Development," International Journal of Languages, Literature and Linguistics vol. 1, no. 3, pp. 170-173, 2015.