جستجوی مقالات مرتبط با کلیدواژه "cognitivemediation" در نشریات گروه "ادبیات و زبان ها"

Over the past three decades, research on second and foreign language learning strategies has grown substantially, yielding important insights. However, most of this research has focused on cognitive approaches, with limited attention given to sociocultural perspectives, especially in the context of English as a Foreign Language (EFL) learning in Iran. The specific role of sociocultural mediation in addressing the challenges faced by EFL learners has not been extensively explored. This study aims to fill that gap by examining how mediated actions—such as learner diaries, language tasks, and teacher scaffolding techniques—can influence the development of language learning strategies. Framed by sociocultural theory, activity theory, and the genetic method, the study gathers data through a combination of learner diaries, observation field notes, and interviews with both students and teachers. The findings suggest that learner diaries play a crucial role in enhancing students’ motivation and confidence. By encouraging students to set learning goals, engage in a variety of language tasks, and reflect on their progress, the diaries help learners become more aware of their learning processes and outcomes. Additionally, the study identifies specific factors that influence the development of learning strategies in listening and speaking classrooms. The implications of this research are significant for both teachers and learners. By providing a deeper understanding of how sociocultural tools can mediate language learning, the study offers practical insights that can help improve the effectiveness of EFL instruction and support learners in overcoming difficulties in language acquisition.