Multiple Theoretical Perspectives on Online Learner Engagement

Given that the concept of multidimensional L2 learner engagement, and synchronous online learner engagement (SOLE) in particular, has been recently conceptualized and continues to be discussed in the field of instructed second language acquisition (ISLA), it is necessary to examine which theoretical perspective would be appropriate to base our conceptualization and analysis on to understand the role of SOLE in L2 learning. In this chapter, I argue that it is more sensible to look at SOLE from multiple theoretical viewpoints to gain a comprehensive understanding of its nature, characteristics, and its link to L2 learning. Specifically, this chapter focuses on theories and research that can offer different perspectives on SOLE. These include, but are not limited to, SLA theories (e.g., cognitive-interactionist and sociocultural perspectives), psychological and/or psycholinguistic perspectives, EdTech and educational psychology perspectives, and L2 pedagogical perspectives. For each perspective, the chapter explains its foundational principles and what it offers in examining the role of SOLE in L2 learning.