DYNAMIC SYSTEM THEORY (DST) IN SECOND LANGUAGE ACQUISITION (SLA) STUDY: METHODOLOGY AND RESEARCH FOCUS

Fangye Luo

Abstract


Dynamic Systems Theory (DST) is a significant framework in Second Language Acquisition (SLA) studies. Nevertheless, this domain faces fragmented experimental methods and theoretical debates. By providing a critique and highlighting the challenges in recent studies, this review serves as a critical reference for researchers and educators, aiming to foster a more unified and theoretically robust understanding of DST and provide future direction for language educational research. This study summarizes DST applications in SLA by examining 33 empirical studies published between 2020 and 2025, selected through a rigorous four-phase procedure that aligned with PRISMA 2020 guidelines. These studies are analyzed according to their focus areas, methodology (research method and data analysis model), and engagement with DST. The results highlight the prevalence of longitudinal, multi-layered, and methodologically diverse designs in these studies that aim to capture the nonlinearity, individual variability, and dynamic interactions within the framework of DST. Although the theoretical propositions of DST have been validated, limitations persist in the restricted generalizability of the results and the insufficient clarification of underlying mechanisms. The conclusion stresses the need for future studies with extended observation, dense longitudinal data, and integrated methods to produce generalizable results. This study supports researchers and educators in understanding advancements, constraints, and future directions of DST applications in SLA.

 

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Keywords


Dynamic Systems Theory (DST); Complex Dynamic Systems Theory (CDST); Complexity theory; Second Language Acquisition (SLA); second language learning

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References


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DOI: http://dx.doi.org/10.46827/ejfl.v9i4.6269

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