Thuyết khả thể hành động và mô hình giáo dục ngôn ngữ đa chiều trong thời đại trí tuệ nhân tạo
Tóm tắt
As language education increasingly evolves under the influence of digital transformation and artificial intelligence (AI), there is a growing need for theoretical and pedagogical frameworks that can account for the complexity, interactivity, and context-dependence of contemporary learning environments. The paper presents a five-dimensional model of affordance comprising perceptibility, valence, compositionality, normativity, and intentionality. This model offers a structured yet flexible framework to analyze how language learners identify, evaluate, and utilize affordances in both digital and social learning spaces. The paper further demonstrates how this theoretical model can inform practical strategies in instructional design, support learner autonomy and reflection, and guide qualitative research into learning behaviors. By integrating theoretical insights with pedagogical applications, the paper argues that affordance theory provides a timely response to the need for personalized, action-oriented, and context-sensitive approaches to language education. It concludes by highlighting the potential of affordance-based thinking to shape more flexible, personalized, and practice-oriented strategies for language teaching and learning in technologyenhanced educational settings.
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