Huzaina Abdul Halim , Zihe Wu

Sociocultural Theory, Blended Learning, EFL Proficiency, Scaffolding, Peer Collaboration

1. Ai-min, L. (2013). The study of second language acquisition under socio-cultural theory. American Journal of Educational Research, 1(5), 162-167. https://doi.org/10.12691/education-1-5-3 2. Al-Huneidi, A., & Schreurs, J. (2013). Constructivism based blended learning in higher education. In Information Systems, E-learning, and Knowledge Management Research: 4th World Summit on the Knowledge Society, WSKS 2011, Mykonos, Greece, September 21-23, 2011. Revised Selected Papers 4 (pp. 581-591). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-35879-1_74 3. Al-Manafi, A., Osman, S., Magableh, I., & Alghatani, R. (2023). The effect of blended learning on the primary stage EFL students’ reading comprehension achievement in libya. International Journal of Instruction, 16(2), 703-718. https://doi.org/10.29333/iji.2023.16237a 4. Amelia, R., Rofiki, I., Tortop, H., & Abah, J. (2020). Pre-service teachers’ scientific explanation with e-scaffolding in blended learning. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 9(1), 33-40. https://doi.org/10.24042/jipfalbiruni.v9i1.5091 5. Awadelkarim, A. (2021). An analysis and insight into the effectiveness of scaffolding: EFL instructors’/teachers’ perceptions and attitudes. Journal of Language and Linguistic Studies, 17(2), 828-841. https://doi.org/10.52462/jlls.58 6. Benhadj, Y. (2021). A quasi-experimental study on the impact of blendedlearning on EFL students’ language proficiency. International Journal of Language and Literary Studies, 2(3), 146-155. https://doi.org/10.36892/ijlls.v2i3.668 7. Bhunia, R. (2023). Awareness of secondary school teachers towards blended teaching-learning. International Journal of Research and Review, 10(8), 1021-1026. https://doi.org/10.52403/ijrr.202308128 8. Bi, L. (2023, February). Application of Vygotsky’s SCT in Chinese EFL Classroom. In 2022 4th International Conference on Literature, Art and Human Development (ICLAHD 2022) (pp. 891-900). Atlantis Press. https://doi.org/10.2991/978-2-494069-97-8_113 9. Chen, J. (2022). Scaffolding in an elementary-level Japanese language classroom question-answer interactions. Journal of Language and Cultural Education, 10(1), 16-24. https://doi.org/10.2478/jolace-2022-0002 10. Darma, I., Karma, I., & Santiana, I. (2019). The development of blended learning model in applied mathematics by using lms schoology. International Research Journal of Engineering It & Scientific Research, 5(6), 33-45. https://doi.org/10.21744/irjeis.v5n6.798 11. Darong, H. (2022). Empirical evidence of blended learning in indonesian EFL class. Jeels (Journal of English Education and Linguistics Studies), 9(1), 115-147. https://doi.org/10.30762/jeels.v9i1.3957 12. Ehsanifard, E., Ghapanchi, Z., & Afsharrad, M. (2020). The impact of blended learning on speaking ability and engagement. The Journal of AsiatEFL, 17(1), 253-260. https://doi.org/10.18823/asiatEFL.2020.17.1.17.253 13. Febrianto, A. (2019). Teachers’ and student’s scaffolding in second language learning. Edulink Education and Linguistics Knowledge Journal, 1(2), 1. https://doi.org/10.32503/edulink.v1i2.604 14. Frederick, K., Havrda, D., Scott, D., Gatwood, J., Hall, E., & Desselle, S. (2023). Assessing student perceptions of blended and online learning courses in pharmacoeconomics, management, and leadership. American Journal of Pharmaceutical Education, 87(4), ajpe9001. https://doi.org/10.5688/ajpe9001 15. Govindan, S., Singh, H., Ling, L., & Sekar, M. (2023). Effect of blended self-directed learning on nursing students: quasi-experimental approach. Journal of Education and Health Promotion, 12(1). https://doi.org/10.4103/jehp.jehp_209_23 16. Hua, M. (2024). The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1278827 17. Maciejewski, M. L. (2020). Quasi-experimental design. Biostatistics & Epidemiology, 4(1), 38-47. https://doi.org/10.1080/24709360.2018.1477468 18. Newman, S. (2018). Vygotsky, wittgenstein, and sociocultural theory. Journal for the Theory of Social Behaviour, 48(3), 350-368. https://doi.org/10.1111/jtsb.12174 19. Noursi, O. (2020). The impact of blended learning on the twelfth grade students’ English language proficiency. Arab World English Journal, 11(4), 508-518. https://doi.org/10.24093/awej/vol11no4.32 20. Oktavianti, E., Handayanto, S., Wartono, W., & Saniso, E. (2018). Students’ scientific explanation in blended physics learning with e-scaffolding. Jurnal Pendidikan Ipa Indonesia, 7(2), 181-186. https://doi.org/10.15294/jpii.v7i2.14232 21. Pathan, H., Memon, R., Memon, S., Khoso, A., & Bux, I. (2018). A critical review of vygotsky’s socio-cultural theory in second language acquisition. International Journal of English Linguistics, 8(4), 232. https://doi.org/10.5539/ijel.v8n4p232 22. Ponomarenko, O. and Petrova, T. (2022). Modern tools for creative learning of English in a blended learning environment: practices of ukrainian universities. Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”, 7(4), 50-57. https://doi.org/10.52534/msu-pp.7(4).2021.50-57 23. Sugianto, H. (2021). Exploring a rural English teacher’s lived experiences of assessment practices in a blended learning enactment: a narrative inquiry. English Linguistics Research, 10(4), 42. https://doi.org/10.5430/elr.v10n4p42 24. Tomak, B. (2022). Cultural and sociocultural elements of language learning for the turkish learners of English in two different universities. Opus Toplum Araştırmaları Dergisi, 19(45), 116-128. https://doi.org/10.26466/opusjsr.1062860 25. Uz, R. and Uzun, A. (2018). The influence of blended learning environment on self-regulated and self-directed learning skills of learners. European Journal of Educational Research, volume-7-2018(volume7-issue4.html), 877-886. https://doi.org/10.12973/eu-jer.7.4.877 26. Vallée, A., Blacher, J., Cariou, A., & Sorbets, E. (2020). Blended learning compared to traditional learning in medical education: systematic review and meta-analysis. Journal of Medical Internet Research, 22(8), e16504. https://doi.org/10.2196/16504 27. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 28. Yu, W. and Du, X. (2019). Implementation of a blended learning model in content- based EFL curriculum. International Journal of Emerging Technologies in Learning (Ijet), 14(05), 188. https://doi.org/10.3991/ijet.v14i05.8546 29. Yudhana, S. (2021). The implementation of blended learning to enhance English reading skills of thai undergraduate students. English Language Teaching, 14(7), 1. https://doi.org/10.5539/elt.v14n7p1 30. Zhang, S. and Soon, G. (2023). Student number size as moderator in affecting the four factors of students’ perceived engagement in task-based learning under blended English learning environment. International Journal of Education & Technology, 1(1), 29-40. https://doi.org/10.59021/ijetech.v1i1.15