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Vygotskianism and the Enhancement of Mobile Language Learners’ Argumentative Writing Skill

Danial Mehdipour Kolour (), Kamal Khaksaran () and Mohamad Bilal Ali ()
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Danial Mehdipour Kolour: University of Technology Malaysia
Kamal Khaksaran: Iran University of Medical Sciences
Mohamad Bilal Ali: University of Technology Malaysia

No 2, Working papers from Research Association for Interdisciplinary Studies

Abstract: Willy-nilly, vast numbers of ESL learners, who today adopt mobile devices in their learning practices, will be obliged to make rich arguments when writing academic articles or sitting for standard exams during their academic life. However, due to the linear learning that language learners commonly experience through mobile applications, Mobile Language Learners (MLL) would not be able to create rich arguments. This paper maintains a theoretical stance on a psychological theory named social constructivism emanated from Vygotsky and explains that how higher order thinking skills flavored with a social constructivist framework can have a bearing on the way MLLs bring reasons and make conclusions to form valid and rich arguments culminating in knowledge construction in the on-the-go environment. The expected implication would be the diminution of MLLs’ proclivity of being a passive knowledge recipient usually induced by sailing through mobile learning environment.

Keywords: mobile language learners; mobile andragogy; critical thinking; argumentative writing; constructivism (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-sea
Date: 2018-05
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Published in Proceedings of the 9th International RAIS Conference on Social Sciences and Humanities, April 4-5, 2018, pages 26-41

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