Communicative Competence Fostered in a Nested EFL Learning Ecology: Technology-Enhanced Learning in the Chinese Context

This study investigates the self-perceived effectiveness of a nested EFL learning model designed to create an affordance-rich ecology help learners realize co-evolution vocabulary knowledge and communicative competence. Adopting action research approach, this examined predicament college students encountered under CLT paradigm in Chinese context, difficulties were identified. A was address issue by creating effective environment which micro, meso exo systems interacted with each other provide multi-mode usage events for learners’ language development. Quantitative data collected from two online surveys (N=91) analyzed IBM SPSS 26, qualitative elicited students’ reflective accounts. The results revealed that positively affected students' development regarding their acquisition, listening speaking proficiency. Other benefits derived experience outside classroom, represented innovative WeCo (We Connect) reports project based on WeChat, are reflected growing self-confidence as awakening consciousness learn English using language. Some constructive suggestions proposed improve model. design provides solution perplexing most learners. It sheds light how teacher-guided self-regulated beyond classroom can be augmented modern technologies develop competence accompanied growth productive knowledge.