Cognitive-Psycholinguistic and Sociocultural Approaches to Second Language Acquisition in AI-Enhanced and Computer-Assisted Language Learning Environments: A Critical Comparison of Two Empirical Studies

This paper critically compares the cognitive-psycholinguistic and sociocultural approaches in second language acquisition (SLA) by analysing two empirical studies which investigate second language (L2) learner development in AI-enhanced and computer-assisted language (CALL) learning environments. As digital technologies increasingly reshape the language learning landscape, it is vital to understand how different theoretical paradigms engage with these tools. While the cognitive-psycholinguistic and sociocultural approaches have often been positioned in opposition to one another, this paper argues for their complementarity, focusing on the cognitive-interactionist model and sociocultural theory (SCT) to highlight their convergences. Specifically, it examines how each framework conceptualises three core dimensions related to interaction in SLA: the role of others, the role of the learner, and the research site. The analysis reveals that the cognitive-interactionist model emphasises input, processing, and output, whereas SCT underscores social collaboration and co-constructing L2 learning knowledge. The findings suggest that both perspectives are needed to capture a more comprehensive account of the cognitive and social complexities involved in SLA, particularly in digital contexts. The paper concludes by advocating a transdisciplinary approach to L2 research that integrates theoretical insights from different perspectives to better understand and address the evolving role of technologies in language learning.