Vygotskys Socio-Cultural Theory - Literature review Example

Literature Review Chapter: Introduction, Integrated Framework, Conclusion Student’s Name University: Literature Review Chapter: Introduction, Integrated Framework, Conclusion Introduction This chapter aims at discussing the application of Vygotsky’s socio-cultural theory, self-efficacy beliefs and Facebook, in conducting a research on the effectiveness of Facebook in enhancing learning and self-efficacy beliefs. Vygotsky’s socio-cultural theory is significant in comprehending learning as well as individual understanding and cultural and social factors other than personal phenomenon. The ideas demonstrated in the theory revolve around thinking, language and learning as well as academic idea formation. The theory aids collaboration while learning and thus is noted as a significant approach in making sure the results of the study are attained. The individual plays an important function in how individuals observe matters and manners through which they react or behave in reaction to differing circumstances. Self-efficacy beliefs impact the verdicts as well as alternatives made in life. Self-efficacy beliefs are significant in this chapter as its analysis helps validate how the beliefs are formed and enhanced and significance in learning. The improved utilization of modern technologies as well as internet structures are importantly altering the manner through which enhanced learning is achieved. Facebook has distinct traits, which aids in learning. The three theoretical frameworks have been used together in this chapter based on their significance in learning. Through the socio-cultural theories applied, people are able to be perceptive of various phenomenons, which influence their learning, which is also noted in self-efficacy beliefs. Facebook is then employed to analyze how an understanding of the self and cultural, social and language phenomenon can result in improved language learning. Integrated Framework In this chapter the application of three theoretical frameworks, which are Vygotsky’s socio-cultural theory, self-efficacy beliefs and Facebook has been discussed. Theoretical frameworks have been noted to be very significant in enhancing understanding among various research cases being conducted. In conducting a research on the effectiveness of Facebook in enhancing learning and its significance in enhancing self-efficacy beliefs, various orientations have been used to establish the validity of the research. In selecting the theories, various aspects have to be put into consideration, which mainly involves the relevance of the theory in the study that is being carried out (Leary & Tangney, 2012). Vygotsky’s socio-cultural theory explains on the basic role of social communication in advancing cognition. Language is noted as a major component of socio-cultural theory through which people are able to socially interact and gain new knowledge. The theory also notes cognitive functions are socio-culturally determined via beliefs of different people. Self-efficacy is similarly a very important component of learning, which assists in assessing and quantifying the learning capabilities of learners (Lantolf & Beckett, 2009). Facebook is similarly noted to lead in enhanced beliefs among people as they socially interact. These theoretical frameworks relate to each other based on their validation of the relevance of social interaction in learning (Leonard, 2002). Through the theoretical outlines, the importance of exchanging ideas, engaging socially and sharing means of learning has been elaborated. People have their individual beliefs, which they hold to be true, and these beliefs hugely influence the manner in which people behave as social beings or in a social context (Jarvela, 2011). Language and other cultural tools are a part of people’s beliefs and without which there would be no distinctions among individuals. Hence, the use of socio-cultural theory and self-efficacy beliefs can be merged to bring forth a better comprehension of the importance of Facebook in enhancing learning. Vygotsky’s socio-cultural, self-efficacy beliefs and Facebook have been used together in explaining the importance of this research and explaining its significance. One of the notable similarities between the theoretical frameworks is their insistence on the social support aspect needed in enhancing learning. Social support is noted as a very important factor that helps individuals in improving their learning skills (Drotner, 2010). There are numerous ways through which social support can be achieved and through various platforms. For instance, Facebook is a very effective platform that provides social support to individuals. One aspect that appears to enhance learning is social support, which might provide English learning learners with chances to enhance a comprehension of the new language. Copeland and Norell (2002) notes that the function of social support on learning of new things is emphasized since learning new things presents both the interruption of founded social support networks and the problem of coming up with new learning skills. In addition, social support is regarded within the stress as well as coping framework and has been noted to be a significant determiner in adaptation through socio-cultural transitions. When students are engaged in groups, they derive social support among themselves (Bandura & Annual Conference, 1999). Through these groups, individuals are able to share their differing beliefs as well as cultures among themselves and derive the most applicable concepts in what they are learning. Facebook allows for the creation of social groups through which a large number of individuals can interact among themselves. Socio-cultural theory has been employed to validate the relevance of social interaction among individuals in the group. Social support makes possible the socio-cultural adjustment procedure. Support from other learners and important others are positively linked to cultural understanding, impersonal accomplishments as well as cultural relatedness (Zimmerman, 2000). The advantages of having social associations are important for students learning English, their socio-cultural adjustment, specifically associations with others. Self-efficacy beliefs are noted to depict temporal precedence over altering socio-cultural beliefs. Intercultural adjustment self-efficacy is depicted to moderate the association amid self-perception and socio-cultural adjustment, such that individual’s self-efficacy beliefs are higher during socio-cultural settings that allow for their interaction with others. Self-efficacy has a positive association with socio-cultural adjustment. The students’ self-efficacy is linked to cultural understanding. Cultural understanding is in line associated with the cultural tools discussed by Vygotsky’s socio-cultural theory. Vygotsky notes the importance of cultural tools in shaping the manner through which students understand what has been taught to them, or what they have learnt from others. Language and social interactions are also components that are included in socio-cultural theory (White, King & Tsang, 2011). Language is very important as it allows people to communicate. Social interaction is also important and is aided by people’s differing beliefs as they exchange ideas amongst each other. In line with past studies self-efficacy is specifically significant in learning associations where socio-cultural aspects are applicable, such as the one conducted in this study (White, King & Tsang, 2011). Educational self-efficacy contributes significantly to the variance in the learner’s overall adjustment levels. Great self-efficacy possibly assists learners approach difficult situations without leading to anxiety or confusion. This great self-efficacy possibly assists the learners feel that they have the capability as well as know-how to tackle learning problems. Hence they will have enhanced academic adjustment, which is related to the learners understanding and acquiring of the English language skills. Learning is influenced by various factors, which include individual beliefs, culture and social factors. Self-efficacy and socio-cultural theory have been applied in this research to demonstrate how various learning factors affect the enhancing of English language skills among students through the use of a Facebook group (Wertsch & Sohmer, 1995). There are those individuals who have great self-efficacy beliefs, which they deem important in enhancing their learning skills. Individuals who have great self-efficacy beliefs have been noted to excel well in enhancing their learning. Likewise, people who have low self-efficacy beliefs are most probable to perform poorly in learning. Socio-cultural theory states that social interaction is greatly important in enhancing the learning abilities of individuals. The socio-cultural theory is applicable in line with self-efficacy beliefs, since through social interaction learners are able to improve their self-efficacy beliefs in learning (Smith, 1989). The students exchange meaningful ideas and those with greater understanding can assist those with minimal understanding. Facebook is then integrated as another theoretical framework and acts as a platform through which social interaction is facilitated, and self-efficacy beliefs are enhanced. Facebook as a social networking site engages students in learning through the differing features that it offers. It acts as a cultural tool through which individuals exchange ideas among themselves (Sarsar & Harmon, 2011). Through such exchange of ideas learning is enhanced and in turn self-efficacy beliefs are improved. This demonstrates the association between Facebook and its role in enhancing self-efficacy beliefs. Students are in a better position to gain English skills as they learn from each other, which also creates the belief in them that they will enhance their language skills (Zimmerman, 1992). Through the use of the differing features available in Facebook, students could also use the features as important language acquisition tools, hence implying the relationship between Facebook and socio-cultural theory. Conclusion Facebook as an effective tool in enhancing learning and self-efficacy beliefs has been discussed through the application of Vygotsky’s sociocultural theory and self-efficacy beliefs, theoretical frameworks. The research conducted by Vygotsky’s forms the basis of numerous studies and theories in cognitive enhancement. The important components of the theory, which are language, cultural tools and social interaction, have been noted as significant in enhancing learning. Language is the most significant tool in improving self-knowledge, since through it people learn new things. Though for the attainment of the desired knowledge, it is important to have self-efficacy beliefs. Thus, self-efficacy beliefs have been employed in the research to demonstrate how they result in performance. Individuals who have strong beliefs in themselves demonstrate great performance while those that have reduced levels of self-efficacy appear to perform poorly. Through an understanding of the cultural, social and language components, various manners of enhancing self-efficacy are arrived at. Facebook as a social network site has been noted to enhance learning as people exchange ideas and engage socially thus improving their learning. Theoretical frameworks have been used in this research.Vygotsky’s socio-cultural theory, self-efficacy beliefs and Facebook have been linked together as theoretical frameworks in this chapter. The theoretical frameworks are effectively applicable in this research because they all depict the significance of social interaction and how it assists in enhancing learning. Learning has been noted to be a process that entails the cultural and belief systems of individuals, which should be positively influenced for improved learning to be achieved. References Bandura, A., & Annual Conference. (1999). Self-efficacy in changing societies: [papers based on the proceedings of the third annual conference held Nov. 4-6, 1993, at the Johann Jacobs Foundation Communication Center, Marbach Castle]. Cambridge: Cambridge Univ. Press. Drotner, K. (2010). Digital content creation: Perceptions, practices & perspectives. New York, NY: Bern Lang. Järvelä, S. (2011). Social and emotional aspects of learning. Oxford: Elsevier. Lantolf, J. P., & Beckett, T. G. (2009). Socio-cultural theory and second language acquisition. Language Teaching, 42(4), 459-475. Leary, M. R., & Tangney, J. P. (2012). Handbook of self and identity. New York, NY: Guilford Press. Leonard, D. C. (2002). Learning theories: A to Z. Westport, Conn: Greenwood Press. Sarsar, F., & Harmon, S. (2011). 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