Abstract:
SDL is criticised for its lack of a theoretical basis and applicability across contexts. Over time, various
conceptual models have been advanced to illustrate the core concepts of SDL. It is not clear whether
these various models are comparable. Therefore, it was necessary to evaluate these different models
in terms of their conceptual constructs and applicability across contexts. This process was carried out
in the current study by conducting an integrative review of fourteen models related to SDL and
synthesising the key constructs into a revised model. Ten of these models refer specifically to the
application of SDL in teaching contexts and were analysed further. The study found a fundamental
relationship between these models and proposes an integrated model based on eight mutually
exclusive constructs. This integrated model may aid scholars by providing a set of core constructs to
develop the factors and variables of a theoretical SDL model.
