EFL STUDENTS’ PERSPECTIVES TOWARDS PEER TALKS IN LEARNING

Abstract

In this paper, Vygotsky provides a useful conceptual understanding of ZPD in which students can benefit from having  talks with others in increasing their capability of knowing something. This idea of social constructivism underpins the need for opportunities for collaboration and support, and for learning. Individuals are required to construct selfknowledge and develop new perspectives, by engaging in hands-on activities rather than using structured information. This study  will reveal  the students’ perspective  on how they negotiate their problems through conversing with each other. The problem-based conversation will play among students themselves in their initial academic development. This study supports Vygotsky’s ( 1978 ) theory by highlighting the importance of talk in social interaction as a prerequisite for increasing students’ achievement. The results of this study will show genuine responses from students’ point of view  on peer talks. The results will also uncover why they enjoy learning by doing peer talks.

Keywords: EFL students, peer talks, perspective, responses