Self‐scaffolding mediated by languaging: microgenetic analysis of high and low performers

The growing literature about the positive effect of languaging or self-explaining has so far failed to determine why some learners benefit from languaging more than others. We attempt to address this gap through a microgenetic analysis of the languaging behaviour of two university students learning French as a second language, whom we identify as a high and a low languager. We trace the development of their understanding of the grammatical concept of voice in French. Our findings suggest that languaging is a self-scaffolding tool that our high languager used efficiently to solve cognitive conflicts, mediate mental processes, and construct meaning in general. On the basis of our results, we call for a change in educational practices that would allow for more learner agency through self-scaffolding mediated by languaging.