Quang Nhat Nguyen
This conceptual paper presents a multidimensional framework for applying affordance theory to language education, moving beyond traditional, linear models. Drawing on ecological and rhizomatic perspectives, the framework views affordances as context-sensitive opportunities for action, shaped and enacted by learners, and analyzed across five key dimensions: perceptibility, learning valence, compositionality, normativity, and intentionality. The article outlines pedagogical demonstrations to guide language teaching and learning, introducing three progressive levels for implementing affordance-based language education. It then explores research principles for studying affordances in increasingly complex, technology-rich environments. Readers are provided with practical strategies for capturing affordance dynamics and recommendations for research designs that support relational and emergent inquiry. Finally, the article discusses key methodological challenges that arise when teaching, learning, and researching from an affordance-based perspective. This approach promotes more adaptive, equitable, and learner-centered practices in contemporary language education by equipping educators and researchers with clear theoretical and analytical tools.