Abstract
This conceptual study presents the Culture, Authenticity, and Relevance-Sociocultural Theory (CAR-SCT) framework, which integrates Self-Determination Theory (SDT), Sociocultural Theory (SCT), and blended learning to tackle the challenges encountered by low-proficiency English as a Foreign Language (EFL) learners in Chinese primary schools. The CAR-SCT framework highlights the importance of cultural relevance, learner autonomy, and social interaction in fostering a linguistically rich, socially interactive, and motivationally engaging educational setting. The methodology encompasses theoretical synthesis and conceptual modeling, highlighting significant challenges including restricted learner engagement and conventional teaching methods. The framework integrates interactive activities, digital tools, and collaborative tasks to improve language proficiency, motivation, and engagement. Hypothetical outcomes indicate enhancements in vocabulary acquisition, speaking fluency, and learner motivation. The CAR-SCT framework integrates theoretical insights with practical applications, offering educators and policymakers effective strategies to improve EFL teaching. Future research must empirically validate the framework to assess its scalability and long-term effects.
Published Version
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