Chapter 3 Theoretical Framework
3.6 Integration
This study employs SCT as an umbrella in a CALL context to investigate Chinese university EFL learners’ language learning. Developed from Lebow (1993), some key principles are raised in the study to form a merge of SCT and modern ICTs to create a framework for online language learning.
It is expected to employ modern ICTs to create a buffer between a learner’s current language level and contents in the ZPD, and provide scaffolding to bridge the
gap zone (Pilar, Jorge, & Cristina, 2013). Learning in this technology-supported context, a learner is supposed to improve his language abilities and knowledge gradually from a lower level to his targeted one with the support of scaffolding (Khaliliaqdam, 2014).
The technology-supported language learning context should encourage both independence and interdependence in the process. It is expected to provide various resources to support individual learners to learn in an autonomous context
independently (Finley, 2017). Also, it is supposed to enable learners to have access to interaction and communication in their learning (Fallis, 2018). Learners should foster their inter-subjectivity in language learning, while they also engage in interactive learning actively (Tao et al., 2018).
Language learning is supposed to be framed within learners’ ZPD, where learners can work on learning with strong motivation and interest (van Lier, 2004). The
technology-supported language learning needs also to continuously motivate learners, and provide varied learning materials with the changes of learners’ learning interest accordingly (van Rensburg & Han, 2018).
The responsibilities of making decisions on learning-related issues are gradually transferred from teachers to learners. Language learners are supposed to take
(Warschauer & Healey, 1998). Learners are at the central position of learning, taking control of their autonomous learning, rather than being dependent on teachers
(Angelova & Zhao, 2016). Their autonomy is elevated in a CALL context (Beek et al., 2018).
The technology-supported language learning is supposed to cultivate and trigger a learner’s willingness to engage in future learning processes. A learner is to be
autonomous and independent in language development with the support of modern ICTs, and gradually become lifelong language learner (Donato, 2000). A learner’s strategic exploration of errors in the learning process should be also allowed (Almekhlafi, 2006).
Under the umbrella SCT in a CALL context, four strains of constructs, i.e., learner autonomy, interactive learning, ZPD, and scaffolding, are incorporated to form the theoretical framework of the study.
Language learning is considered as “a social and dialogical process of construction” (Duffy & Cunningham, 1996: pp. 181-182). It involves learners’
interaction, communication, and collaboration to jointly accomplish a learning task by using a set of mediations, such as language and instructive materials (Pavlenko & Lantolf, 2000). In the process, scaffolding, from peers, teachers, and materials, functions to enable a learner to intentionally construct his or her language knowledge
within individual ZPD (Kenning, 2010). Eventually, a learner is expected to be autonomous and independent in language development, and gradually become a lifelong language learner (Donato, 2000).
The theoretical framework is centred on EFL learners as the study focus. Their perceptions of and engagement in a CALL context for language development are investigated in this study. A CALL context is placed in the inner circle of the framework, which is composed of four constructs: learner autonomy, interactive learning, ZPD, and scaffolding. They form a quadrangle framework to correspond to the study. Investigation of EFL learners’ perceptions of and engagement in
autonomous online language learning is informed by these four theoretical constructs.
Examination of EFL learners’ autonomous learning, as well as the role autonomy plays in their learning, is informed by the concept of learner autonomy (Benson, 2013; Garrison & Archer, 2000; Holec, 1981). It also takes Chinese university EFL learners’ development of autonomy into the study.
Study on EFL learners’ interaction, as well as their participation and engagement in interactive learning activities via the Internet in a CALL context, was informed by the concept of interactive learning (Lantolf, 2000; Ohta, 2000). The benefits and challenges EFL learners face are investigated to reveal their interactive learning in an
autonomous CALL context as well. It is framed in the concept of interactive learning (Chapelle, 2003; Duffy & Jonassen, 2013).
Investigation of EFL learners’ learning with appropriate resources is informed by the concept of ZPD (De Guerrero & Villamil, 2000; Vygotsky, 1978). The theory also informs the examination of the learning strategies EFL learners use for corresponding learning resources (Cohen, 2003; 2007; Grabe, 2004). This group of Chinese
university EFL learners’ self-evaluation in an autonomous online learning context is considered as well, being framed within the concept of ZPD.
Finally, the concept of scaffolding informs the investigation of EFL learners’ selection and employment of various resources, including learning materials, tasks, and real persons, to promote their language learning in an autonomous online context (Clark & Graves, 2004; van Lier, 2004).
A traditional EFL learning and teaching context serves as the outer circle of this theoretical framework. It informs the investigation of EFL learners’ language learning in a bigger learning context, where both technology-supported approaches and
traditional lecture-based and paper-based approaches are adopted to promote the language development of EFL learners. Examination of the differences in EFL learners’ perceptions of and engagement in the two learning contexts, the CALL one and the traditional one, is also performed. The expanding circle lies within a broader
learning context. It informs the study on Chinese university EFL learners’ employment of acquired linguistic knowledge, as well as corresponding learning strategies, for more intellectual and cognitive development, rather than being limited within EFL learning. As a whole, this integrated theoretical framework provides a point of reference to guide this study.
3.7 Chapter summary
This chapter presented the theoretical framework adopted in the study. It introduced the CALL background of the case study. Then it clarified four strains of theories employed to construct the framework for the study: learner autonomy, interactive learning, ZPD, and scaffolding. The framework is employed to inform the research designs and data analysis, which are expected to discover answers to two research questions of the current study: 1. Chinese university EFL learners’ perceptions of online interactive video-based language learning; 2. Learners’ engagement in online EFL learning.