Abstract
This study, informed by the complex dynamic systems theory (CDST), examines the agency of learners in a complex educational context where mainstream schooling and private tutoring coexist, and teaching and learning was switched online. The experiences of three senior secondary students enrolled in online English private tutoring were analysed through longitudinal narrative inquiry. Data were collected through interviews, learner reflective writing, and artefacts such as language learning materials. The findings highlight the importance of considering learner agency from the CDST perspective, and shed light on the complex agency-structure interplay in shadow education. The study offers implications for educators to support language learners to be agentic in regulating their learning. Copyright © 2024 AERA.
| Original language | English |
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| Publication status | Published - Apr 2024 |
| Event | 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" - Philadelphia, United States Duration: 11 Apr 2024 → 14 Apr 2024 https://www.aera.net/AERA24 |
Conference
| Conference | 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" |
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| Abbreviated title | AERA 2024 |
| Country/Territory | United States |
| City | Philadelphia |
| Period | 11/04/24 → 14/04/24 |
| Internet address |