Collaborative Learning in Social Constructivism: Promoting English Learning in a Secondary Classroom in China

Zhengqi Zhang

doi:10.54097/jeer.v3i3.9509

Authors

Zhengqi Zhang

DOI:

https://doi.org/10.54097/jeer.v3i3.9509

Keywords:

Social Constructivism, ZPD, Collaborative Learning, English as a Second Language

Abstract

Social constructivism, a major theory of learning, emphasizes social interactions as crucial for children's learning. The zone of proximal development (ZPD) is the focal point for learning within this theory. Collaborative learning, viewed as a bridge for social interactions, is situated within social constructivism and the ZPD. While some argue for the misuse of the ZPD, proposing the intermental development zone (IDZ), this paper explores the application of collaborative learning in my English as a second language classroom. Collaborative learning promotes motivation and critical thinking, benefiting students by engaging them in group tasks and encouraging mutual support. However, two challenges, cultural barriers and group size, need to be addressed to effectively implement collaborative learning.

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