Social construction of meaning by English language learners

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This qualitative study explores the significance of understanding students' cultural backgrounds and their influence on participation in English language learning activities. It examines the meaning-making process of English language learners from diverse cultural backgrounds—Venezuela, Honduras, Poland, Switzerland, South Korea, and Japan—through reading and writing activities, framed within social constructionism. The researcher, who shares a Turkish cultural background, emphasizes the role of discussion in enhancing reading and writing skills. Key questions addressed include: Can discussions bridge cultural and linguistic gaps? How do perceptions of classroom talk differ among Asian, European, and Hispanic participants? What impact does this have on their contributions to meaning-making? How does engagement with peers' writing foster audience awareness? What dynamics emerge in peer corrections and suggestions within this diverse group? Additionally, the study investigates the effectiveness of peer teaching. This work is intended for ESL/EFL teachers, instructors at English Language Institutes, adult English learners, and education researchers, particularly in ESOL and Literacy.