Sociocultural Theory and L2 Learning

Abstract

This article reviews SCT-informed empirical studies that are centered in East AsiaWe discuss how SCT helped scholars to gain a nuanced understanding of the nature of East Asian learners’ L2 learning (and teaching), and how East Asian scholars have made active contributions to SCT. Specifically, this review uncovers how SCT is used to explain (1) the multifaceted nature of pedagogical and curricular innovation in East Asia; (2) socioculturally organized learner psychology; (3) learning potential afforded by technology; and (4) L2 writing as a complex activity. Moreover, we consider how scholars in East Asia developed and extended SCT, with special attention drawn to the concept of ‘written languaging’. While it is worth noting that most of the research centered in East Asia used SCT as a theoretical lens to understand L2 learning, less has been done on how to employ specific principles and concepts of SCT to organize instructional practices. Therefore, future directions of researching SCT in East Asia are also addressed.