SOCIOCULTURAL THEORY AND COLLABORATIVE LEARNING IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CONTEXT

Abstract

         This paper explores the application of Sociocultural Theory (SCT) in promoting collaborative learning within the context of English as a Foreign Language (EFL) classrooms. Rooted in Vygotsky’s principles, SCT emphasizes the social nature of learning, where knowledge is co-constructed through interaction and dialogue. The study highlights how collaborative tasks such as peer discussions, group projects, and problem-solving activities foster language development, critical thinking, and learner autonomy. Through authentic communication and shared responsibility, students actively negotiate meaning and scaffold each other’s understanding, leading to deeper linguistic and cultural competence.