The Impact of Scaffolded Interaction in Group-Oriented Classrooms on (Un)Ready EFL Learners’ Grammatical Development: Toward a ZPD-Informed Learnability Hypothesis
Hossein Kargar Behbahani; Naser Rashidi · DOAJ Open Access Articles
Processability Theory (PT) and Teachability Hypothesis (TH) hold that that languages develop sequentially and instruction is effective only when it targets X+1 corollary. In contrast, research suggests that collaborative interaction fosters L2 development. However, the extent to which scaffolded collaborative interaction helps (un)ready learners bypass the l…