This study explores the ways in which sociocultural perspectives on English language education can contribute to teacher education the era of artificial intelligence (AI). Three key words that represent the relationship between sociocultural perspectives and English teacher education—context, interaction, and social practice—can each be linked to the key concepts of criticality, multimodality, and action research. Teachers of English need to be ready for the forthcoming changes in the AI era, for which they must be equipped with a critical ability to focus on issues and needs in the Korean context. This ability can be applied in teaching students various types of interactions, especially those involving the use of computers, and will create opportunities for teachers to conduct research of their own and cultivate a professional teacher identity. This study concludes by recommending substantial changes in the current pre-service and in-service English teacher education programs in accordance with these key concepts.

The purpose of this paper is to investigate text comprehension from a sociocultural perspective and then, to find out more about the ways in which L2 readers comprehend and recall L2 texts. While many analyses of written recall protocols focus on propositional contents or an analysis of syntactic error, Sociocultural Theory provides us with an additional analytic tool: the linguistic properties of the recall protocols. This follows from Vygotsky's fundamental argument that speech, in addition to its communicative function, bears a cognitive, self-oriented function and thus, is used to plan and carry out mental activity. In this paper, we undertake an analysis of the written recall protocals produced by high-school learners of English as a foreign language. We argue that when faced with cognitively difficult situations, L2 readers often externalize their inner order as private writing in order to attain and maintain control of their mental activity in the task of reading and recall. In fact, the linguistic features of the written recall protocols reflect the underlying mental processes which L2 readers deploy in problem-solving situations.