Abstract
Blended learning, which combines traditional classroom teaching with online learning, is a popular educational trend. This study explores the integration of Sociocultural Theory (SCT) and Self-Determination Theory (SDT) in blended learning environments to enhance language learners’ motivation, autonomy, and learning outcomes. This article provides an overview of blended learning in second/foreign language contexts, followed by a discussion of the key concepts and principles of SCT and SDT. The challenges and opportunities of integrating these theories in blended learning environments are examined, and potential research directions are suggested. The study concludes that integrating SCT and SDT in blended learning environments can significantly enhance language learners’ motivation, autonomy, and learning outcomes. This study provides a theoretical framework for educators to design and implement effective blended learning environments for language education. The findings of this study inform policy makers and educational leaders of the potential benefits of integrating SCT and SDT in blended learning environments for language education. Teachers and educational psychologists can use the recommendations of this study to design effective blended learning environments that promote learner motivation, autonomy and learning outcomes in language education.
Author Information
Zihe Wu, University of Malaya, Malaysia
Huzaina Abdul Halim, University of Malaya, Malaysia
Mohd Rashid Mohd Saad, University of Malaya, Malaysia
Paper Information
Conference: ECLL2023
Stream: Educational Technologies
This paper is part of the ECLL2023 Conference Proceedings (View)
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To cite this article:
Wu Z., Halim H., & Saad M. (2023) Exploring the Integration of Sociocultural Theory and Self-Determination Theory in Blended Learning: Implications for Language Education ISSN: 2188-112X The European Conference on Language Learning 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-112X.2023.15
To link to this article: https://doi.org/10.22492/issn.2188-112X.2023.15
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