THE ROLE OF THE SOCIOCULTURAL APPROACH IN DEVELOPING READING COMPREHENSION AMONG EFL LEARNERS
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Abstract
This article explores how a sociocultural approach — grounded in the work of Lev Vygotsky — can inform and enhance the teaching of reading comprehension to English as a Foreign Language (EFL) learners. After outlining the theoretical foundations (zone of proximal development, scaffolding, mediated learning) the article reviews empirical research in EFL reading settings, identifies key instructional implications, and suggests practical strategies for reading comprehension classes. Finally, limitations and directions for further research are discussed.
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References
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