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Submitted
May 21, 2025
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November 22, 2025
Published
November 30, 2025
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Abstract

Focus on the development of autonomous learning capacities among elementary English as a Foreign Language (EFL) learners highlights the need for systematic inquiry into effective pedagogical approaches. This paper proposes a conceptual framework to integrate Learner-Generated Contexts (LGC) and generative AI (GenAI) to bridge this gap by promoting self-directed learning within collaborative environments through structured scaffolding. Grounded in heutagogy and obuchenie models, the framework emphasizes student agency and socially constructed knowledge. Students, within the framework, co-create learning contexts, while GenAI provides adaptive scaffolding and content generation that align with digital literacy standards. The framework comprises four components: (1) Learner autonomy and agency, (2) Teacher-guided scaffolded learning, (3) Cultivation of a collaborative learning environment, and (4) Assessment and evaluation. The proposed framework could empower elementary EFL learners to navigate digital and collaborative contexts confidently; it may also serve as a guideline for elementary school instructors to promote student collaboration and learning autonomy through LGC-based approaches.

Keywords

Elementary classroom English as a foreign language (EFL) Generative AI (GenAI) Learner-generated contexts (LGC)

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Copyright (c) 2025 Tun-Ju Tsai

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How to Cite
Tsai, T.-J. (2025). Learner-generated contexts in the elementary EFL classroom: A GenAI-assisted framework. Journal of English and Education (JEE), 11(2). Retrieved from https://journal.uii.ac.id/JEE/article/view/40446
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