The Influence of SoTL Competence Towards Foreign Language Teacher in Provincial Normal Universities China: A Conceptual Paper

This conceptual paper explores the influence of Scholarship of Teaching and Learning (SoTL) competence on foreign language teachers (FLTs) in provincial normal universities in China, with a focus on the mediating role of teacher commitment.Grounded in Institutional Theory and the Pedagogy of Learning, the study examines how institutional dynamics and pedagogical practices shape FLTs' professional identity and commitment.SoTL competence, characterized by reflective inquiry, methodological rigor, collaboration, and public dissemination, is positioned as a transformative framework for enhancing teaching practices and fostering professional growth.The paper highlights the unique challenges faced by FLTs, including heavy workloads, limited research opportunities, and the complexities of non-native language instruction.By integrating theoretical insights and proposing a conceptual model, this study underscores the potential of SoTL competence to drive educational innovation, improve teacher effectiveness, and contribute to institutional excellence.The findings have significant implications for academic institutions, educators, and policymakers, emphasizing the need for systemic alignment to support SoTL initiatives and advance the quality of education.