Abstract
This study employs a Complexity Theory-oriented longitudinal qualitative case study to explore the experiences of five autonomous second language learners in digital environments. Two research questions guide the study: how digital tools and resources mediate learners' experiences, and how technology interacts with the development of identity, motivation, and autonomy. Findings reveal that learners utilize a wide array of digital resources in a highly personalized manner, influenced by their goals, interests, and life contexts. The study also uncovers complex interactions between technology and learners' identity, motivation, and autonomy. The research contributes to scholarly discussions in Second Language Acquisition and Computer-assisted Language Learning by offering a holistic, life-wide approach to language learning. It also provides methodological and pedagogical insights, advocating for the role of educators in fostering learners' agency and mindfulness in digital language learning contexts. The study concludes by suggesting future research directions, including the impact of emerging generative AI technologies on autonomous life-wide language learning.
Author Information
Yiting Han, Nanyang Technological University, Singapore
Paper Information
Conference: WorldCALL2023
Stream: Learner Autonomy
This paper is part of the WorldCALL2023 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Han Y. (2024) Autonomous L2 Learners Navigating the Digital Wilds: A Complexity Theory Perspective ISSN: 2759-1182 – WorldCALL2023: Conference Proceedings https://doi.org/10.22492/issn.2759-1182.2023.4
To link to this article: https://doi.org/10.22492/issn.2759-1182.2023.4
Comments
Powered by WP LinkPress