Learning and Interaction in Social Networking Sites: an analysis based on Vygotsky's and Bakhtin's socio-historical concepts

This paper aims to discuss how the contributions of Vygotsky's and Bakhtin's socio-historical concepts concerning responsive attitude, dialogism, zone of proximal development and spontaneous and scientific concepts can bring light to interaction, collaboration and learning processes in Social Networking Sites (SNSs) in order to contribute to educational processes in digital contexts that lead to greater participation and collaborative construction of knowledge. The paper reports on an exploratory study on the use of Facebook in English language teaching in higher education aiming at expanding students' interactions beyond the physical classroom.