RECONSTRUCTING THE ZONE OF PROXIMAL DEVELOPMENT IN THE DIGITAL ERA: TIKTOK INFLUENCERS AS MORE CAPABLE OTHERS IN ENGLISH LANGUAGE LEARNING
DOI:
https://doi.org/10.18623/rvd.v23.6104Palabras clave:
Zone of Proximal Development (ZPD), More Capable Other, Sociocultural Theory, Digital Mediation, English Language Learning,Resumen
Grounded in the sociocultural theory of Lev Vygotsky, this study investigates the role of TikTok influencers as potential More Capable Others within the framework of the Zone of Proximal Development (ZPD) in English language learning. The research explores how digital mediation provided by influencers contributes to learners’ linguistic development, particularly in grammar comprehension, speaking confidence, and argumentative construction. Using qualitative methods, including participant responses and thematic analysis, the study examines whether influencer-generated content facilitates movement from assisted performance to independent competence. The findings indicate that influencers function as episodic and micro-level mediators who provide accessible explanations, corrective feedback, and affective support. This mediation enables learners to perform tasks previously beyond their independent ability, reflecting the mechanism of internalization central to ZPD theory. However, the mediation is learner-initiated, fragmented, and digitally situated, differing structurally from traditional classroom scaffolding. The study concludes that TikTok influencers can extend the ZPD into socio-digital spaces, repositioning epistemic authority while complementing, rather than replacing, formal English language instruction.
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