Static and dynamic evaluation of ideological and political affordances in and beyond language learning and teaching materials: An ecological affordance theory perspective

Abstract A comprehensive evaluation framework should combine static analysis with dynamic usage evaluation to reduce subjectivity in language learning and teaching (LLT) material appraisal and to trace how content representation leads to value realization. This study integrates static and dynamic evaluation via ecological affordance theory, using multimodal critical discourse analysis, Q methodology, and retrospective interviews to examine ideological and political element representation in LLT materials, learners’ affordance actualization, and influencing factors. Findings indicate that (a) multimodal frequency of ideological and political elements declines in the order: cultural literacy, moral cultivation, political identity, patriotic feelings, with minimal legal‐awareness content; verbal realizations used implicit integration strategies, whereas visual realizations emphasized behavioral processes with human participants, (b) three learner profiles underlie affordance actualization: “complete agreement and passive acceptance,” “relative agreement (anxiety) and active acceptance,” and “relative disagreement and passive acceptance,” and (c) perceptual, interpretative, and behavioral factors of materials, among others, shaped actualization, evidencing individual–environment interaction. Three distinct pathways from affordance potential to realization are identified, with implications for LLT material evaluation.