Sociocultural Features of SLA Classroom and Non-Classroom Environments: A Systematic Review

Abstract

Sociocultural Theory (SCT) constitutes a foundational pillar of modern second language acquisition (SLA) studies. Rapid expansion of research at this intersection resulted in a scattered literature. Literature review revealed that a need for systematically reviewing the body of research following sociocultural features of language learning environments with a focus on their effect on communication persists. Acknowledging this gap, the present research synthetized the recent research examining SCT and SLA intersection with an aim to provide the whole picture by identifying patterns, problems and gaps. Detailed investigation of Social Sciences Citation Index (SSCI) revealed 23 empirical research published between 2016-2025 and suitable for the inclusion criteria. Articles were coded across 16 categories and analyzed according to thematic analysis. Analysis revealed a wide range of features and methodological patterns. Among the findings, perception of social variables as micro-level constructs and cultural variables as macro-level structures, artificial intelligence being a tool for feedback but not for scaffolding and lack of research in adult education were the most significant ones. These findings suggest that despite the rich body of research, there remain problems and gaps to be addressed in future research. Moreover, patterns identified in social and cultural interactions can support improvements in pedagogy including the implications about out-of-class practice.

Keywords

sociocultural theory, SCT, second language acquisition, SLA, communicative competence, classroom environments, non-classroom environments

How to Cite