Sociocultural Theory in Blended Learning: Enhancing EFL Proficiency Among Primary School Learners

This study investigates how integrating Sociocultural Theory (SCT) into a blended learning framework can enhance English as a Foreign Language (EFL) proficiency among primary school learners in China. SCT highlights the significance of social interactions, scaffolding, and cultural tools in language development. Using a quasi-experimental design, the study involved 220 students, who were divided into experimental and control groups. The experimental group participated in an SCT-enhanced blended learning environment, while the control group received traditional teacher-directed instruction. Quantitative data were gathered through pre- and post-tests measuring reading, writing, speaking, and listening skills. Results from ANCOVA analysis indicated that the experimental group showed significantly greater improvements, especially in speaking and listening skills, compared to the control group. In addition, qualitative data from classroom observations and student interviews revealed that peer collaboration, teacher scaffolding, and the use of culturally relevant materials were key factors in supporting language learning. These findings suggest that incorporating SCT into blended learning can substantially improve EFL proficiency. The study provides useful insights for educators and curriculum developers looking to integrate more effective teaching strategies into language education.