Exploring the Applicability of Embodied Conversational Agents for Second Language Learning: A Sociocultural Theory Perspective

Abstract

Recent advances in artificial intelligence have led to growing interest in Embodied Conversational Agents (ECAs) as pedagogical tools for second language (L2) learning. While prior research has demonstrated the potential of ECAs to enhance learner engagement and language performance, many studies remain technically driven and theoretically under-specified. In particular, the sociocultural processes through which learning occurs during human–agent interaction have not been sufficiently examined, especially within emerging immersive/XR language learning environments. Grounded in Sociocultural Theory (SCT), this doctoral colloquium paper critically reviews existing ECA-based L2 research and explores the conceptual applicability of ECAs as mediational partners for language development. Drawing on key SCT concepts—mediation, the Zone of Proximal Development (ZPD), and scaffolding—the study synthesizes theoretical gaps, proposes an SCT-informed conceptual model situated within immersive technological affordances, and outlines an empirical validation roadmap to guide future research. The paper contributes a socioculturally grounded framework for understanding ECAs not merely as technological tutors, but as interactional agents that support meaning-making, learner agency, and developmental transformation in immersive language learning contexts.