LEARNING RESOURCES AS COGNITIVE MEDIATORS IN ENGLISH LANGUAGE LEARNING: A THEORETICAL TYPOLOGY

This article examines the role of learning resources as cognitive mediators in English language learning from a sociocultural and
constructivist perspective. The study is grounded in the theoretical frameworks of Vygotsky’s mediation theory, Feuerstein’s
mediated learning experience, and contemporary views on language education reflected in the CEFR Companion Volume. The
research aims to develop a theoretical typology of learning resources by analyzing how instructional materials function as tools
that facilitate cognitive development, meaning construction, and communicative competence. A qualitative, theory-based
research methodology was employed, relying on critical analysis and synthesis of established academic literature in applied
linguistics and educational psychology. The findings indicate that learning resources act not merely as carriers of content but as
active cognitive mediators that shape learners’ mental processes, autonomy, and interaction with language. The article
contributes to both theoretical understanding and pedagogical practice by offering a structured framework for selecting and
designing learning materials in English language education