THE ROLE OF THE SOCIOCULTURAL APPROACH IN DEVELOPING READING COMPREHENSION AMONG EFL LEARNERS

Vol..4, Issue 9 ISSN:23490012 I.F. 8.1 NOVEMBER 99 Nigora Mirzoidova Avaz qizi Faculty of English Philology Department of English language teaching methodology and educational technologies Uzbekistan State World Languages University, Tashkent 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. Keywords: sociocultural theory; EFL reading comprehension; scaffolding; zone of proximal development; mediated learning; collaborative learning; teacher mediation; reading strategies. Annotatsiya. Ushbu maqola Lev Vygotskiy ishlariga asoslangan sotsiomadaniy yondashuv qanday qilib ingliz tili chet tili sifatida (EFL) o‘rganuvchilarining o‘qish tushunish ko‘nikmalarini o‘qitishda samarali qo‘llanishi mumkinligini o‘rganadi. Maqolada avvalo nazariy asoslar — yaqin taraqqiyot zonasi, skafoldlash (bosqichma-bosqich qo‘llab-quvvatlash) va vositachilik orqali o‘qitish tushuntiriladi, so‘ngra EFL o‘qish jarayonlariga oid amaliy tadqiqotlar tahlil qilinadi. Shuningdek, maqolada o‘qish tushunishini rivojlantirish uchun THE ROLE OF THE SOCIOCULTURAL APPROACH IN DEVELOPING READING COMPREHENSION AMONG EFL LEARNERS Vol..4, Issue 9 ISSN:23490012 I.F. 8.1 NOVEMBER 100 asosiy metodik tavsiyalar va amaliy strategiyalar keltirilgan. Yakunda, cheklovlar va keyingi tadqiqot yo‘nalishlari muhokama qilinadi. Kalit so‘zlar: sotsiomadaniy nazariya; EFL o‘qish tushunishi; yaqin taraqqiyot zonasi; vositachilik orqali o‘rganish; hamkorlikda o‘rganish; o‘qituvchi vositachiligi; o‘qish strategiyalari. Аннотация. В статье рассматривается, как социокультурный подход, основанный на трудах Льва Выготского, может способствовать более эффективному обучению навыкам понимания прочитанного у изучающих английский язык как иностранный (EFL). Вначале излагаются теоретические основы — зона ближайшего развития, «скаффолдинг» (постепенная поддержка обучающегося) и опосредованное обучение. Далее анализируются эмпирические исследования, проведённые в контексте обучения чтению на EFL, выявляются основные методические выводы и предлагаются практические стратегии для занятий по развитию понимания прочитанного. В заключение обсуждаются ограничения исследования и направления для дальнейших изысканий. Ключевые слова: социокультурная теория; понимание прочитанного на EFL; зона ближайшего развития; опосредованное обучение; совместное обучение; посредничество преподавателя; стратегии чтения. Reading comprehension is widely recognized as a complex, interactive process that involves not only decoding text but also integrating prior knowledge, metacognitive monitoring, motivation, and social/contextual factors. In EFL settings, learners often face additional hurdles: limited vocabulary, less exposure to the target language culture, less opportunity for interactive reading, and a sometimes teacher-centred classroom culture. A sociocultural approach offers a powerful lens for reconceptualising reading comprehension instruction. Instead of treating reading purely as an individual cognitive activity, it emphasises the social, interactive, mediated character of Vol..4, Issue 9 ISSN:23490012 I.F. 8.1 NOVEMBER 101 learning. In other words, reading comprehension can be seen as a socially mediated practice, where learners co‐construct meaning with teachers, peers, and cultural artefacts. Vygotsky proposed that higher mental functions develop first on the social plane and then on the individual plane. Two of his key concepts are especially relevant for reading instruction: Zone of Proximal Development (ZPD): the difference between what a learner can do unaided and what they can do with guidance or collaboration. Teachers and more capable peers mediate that space. Scaffolding: support provided by a more capable other (teacher, peer) which is gradually withdrawn as the learner becomes more independent. Mediation: learning is mediated through cultural artefacts (language, texts, tools) and social interaction. In the EFL reading context, the sociocultural approach emphasises that learners do not simply absorb meaning individually, but engage in mediated, socially situated meaning-making. For example, they may discuss a text with peers, use linguistic or graphic tools, or negotiate meaning with teacher scaffolding. Empirical evidence indicates that sociocultural-based instruction (with scaffolding, peer interaction, etc.) can improve EFL reading comprehension and strategy use. Based on the theory and empirical studies, the following implications emerge for teachers of EFL reading: • Use pair or small-group reading discussions where learners negotiate meaning, ask questions of each other, summarise collaboratively. • Employ jigsaw tasks, reading circles, role‐plays around texts to foster interaction and scaffolding. For example, one paper describes a unit plan with matching games, final word games, read-with-songs, read-by-role-play designed under sociocultural themes. • Teachers should be aware of the sociocultural backgrounds of learners (their Vol..4, Issue 9 ISSN:23490012 I.F. 8.1 NOVEMBER 102 prior experience, cultural norms of reading, language attitudes) and adapt instruction accordingly. Using texts that connect to learners’ sociocultural experience and allow them to bring their background knowledge can enhance engagement and comprehension. For example, a study in Indonesia found that linking reading materials to local sociocultural contexts enhanced motivation. Use artefacts, tools, and cultural scaffolding: e.g., graphic organisers, collaborative annotation, discussion forums, online tools. Explicitly teach metacognitive and cognitive reading strategies (prediction, inferencing, summarising, monitoring comprehension) but situate them in collaborative tasks so that learners internalise them via social interaction. Encourage students to talk about their thinking (private speech or aloud) as they read, then gradually shift internalisation. In one study, EFL reading tasks that incorporated private speech and scaffolding showed gains. Assessment should include collaborative tasks, peer feedback, and opportunities for learners to coconstruct understanding, not only individual isolated tasks. Feedback should be scaffolding rather than simply corrective: e.g., guiding questions, peer discussion, teacher modelling rather than only error correction. Here is a simplified lesson framework for an EFL reading comprehension class using a sociocultural approach: - In pairs, students discuss what they already know about the topic of the text. - The teacher introduces some key vocabulary and asks guiding questions to scaffold thinking. - Students work in small groups to read a passage, annotate with sticky notes, and decide in the group on main ideas, unclear parts, predictions. - Groups share their summaries, predictions and clarifications with the class. - Teacher leads a reflection: students individually write down how their understanding improved via discussion and what strategies they used. - Peer feedback: groups exchange summaries and comment on each other’s Vol..4, Issue 9 ISSN:23490012 I.F. 8.1 NOVEMBER 103 work guided by a checklist. Learners individually read a new but related short text and annotate using the strategies they practised. Teacher still available for scaffolding if needed. This design aligns with sociocultural theory: social interaction, scaffolded mediation, gradual independence, activation of cultural background, internalisation of strategies. EFL contexts often have large classes or teacher-centred traditions; shifting to more interactive, scaffolded reading requires change in classroom culture and teacher training. Empirical work shows that teacher beliefs and institutional rules may limit implementation. Learners at very low proficiency levels may struggle to engage in peer scaffolding if they cannot yet participate meaningfully; differentiated scaffolding is necessary. As one study found, low-proficiency learners benefited particularly from sociocultural interventions. Time constraints and exam-oriented curricula may limit opportunities for extensive collaborative reading activities. Cultural factors: The sociocultural background of learners (their expectations of teacher/learner roles, conceptions of reading, L1 literacy practices) must be accounted for. More research is needed in diverse EFL contexts (various cultures, proficiency levels, modalities such as digital reading) to understand how sociocultural approaches work in different settings. A sociocultural approach offers a robust framework for teaching reading comprehension to EFL learners. By foregrounding social interaction, scaffolding, mediated tools, and learners’ cultural backgrounds, teachers can design reading instruction that helps learners not only decode text but build strategic, reflective, independent reading skills. Key to success are interactive tasks, teacher mediation transitioning to learner autonomy, and the use of authentic, culturally relevant texts. While challenges exist, the empirical evidence is promising, and this approach aligns well with contemporary views of literacy as social practice rather than purely individual cognitive processing. For EFL contexts especially, where opportunities Vol..4, Issue 9 ISSN:23490012 I.F. 8.1 NOVEMBER 104 for reading and meaning negotiation may be limited, a sociocultural perspective invites a richer, more socially grounded pedagogy. REFERENCES 1. Geerson, E. B. (2012). An overview of Vygotsky’s language and thought for EFL teachers. LEARN Journal: Language Education and Acquisition Research Network, 3, 41–61. 2. Imsallim, R., Abouhajar, N., & Imsallim, W. (n.d.). Integrating the 5E instructional model with Vygotsky’s sociocultural theory: Vocabulary learning through story-based instruction to EFL Libyan Year One students. BWU Journal of Humanities and Applied Sciences. 3. Ismail, M. A. (n.d.). Developing reading skill among Iraqi English as Foreign Language learners: A sociocultural perspective. Al-Adab Journal. 4. Muhayimana, T. (2017). The relevance of Vygotsky’s sociocultural approaches to promote interaction in EFL classroom. Journal of English Language Teaching and Linguistics, 2(3). 5. Samar, G., & Dehqan, M. (2013). Sociocultural theory and reading comprehension: The scaffolding of readers in an EFL context. International Journal of Research Studies in Language Learning, 2(3), 67–80. 6. Tahmasebi, S. (n.d.). Linking task-based language teaching and sociocultural theory: Private speech and scaffolding in reading comprehension. Advances in Language and Literary Studies. 7. Utami, E., & Rahmat, R. (2023?). Reading comprehension strategies in EFL classrooms: A cognitive and sociolinguistic approach in Indonesian schools. Jurnal Tahuri.