Conceptualizing learner characteristics in a complex, dynamic world

Abstract

The complex dynamic systems turn in second language acquisition has raised several fundamental challenges to studying learner characteristics, because a systemic perception of mental functioning that is characterized by nonlinear relations undermines the traditional theoretical basis of individual differences as distinct and stable learner attributes. This being the case, how can we account for the widely observed learner differences? Based on McAdams and Pals' (2006) personality construct, this chapter outlines a new, multi-layered model of learner characteristics which consists of a three-tiered framework: dispositional traits, characteristic adaptations, and integrative life narratives. The three levels of the construct treat learner variation in rather different ways, which is consistent with the intuitive belief that certain personality aspects are more entrenched than others. After describing the proposed framework, the chapter draws on anxiety research to illustrate the three types of system components and how they are compatible with the principles of Complexity Theory.

The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach

“…Building on the above findings, we summarized the critical characteristics of successful online English learners: (1) driven by integrative or instrumental motivation; (2) exhibiting an appropriate range of emotional attachment; (3) constantly reflecting on their English learning performance; (4) perceiving and understanding the value of English learning; (5) possessing an internal locus of self-evaluation and control; (6) exhibiting self-directed English learning skills towards a specific target or goal; (7) having interpersonal, collaborative and communication skills; (8) possessing good self-control of English learning anxiety, especially during tests; (9) treating the negative evaluations with peace and calm; (10) presenting self-directed learning skills during the implementation of time management and various cognitive learning strategies; (11) exhibiting enough competence in handling online learning tools and technologies.…”

“…Given that self-regulation is context-specific [18], we focus on academic English writing. Three common learner characteristics, namely motivation, anxiety, and learner beliefs, have consistently been found to be consequential for foreign language learning performance [7,8]. Past studies revealed the separate roles of foreign language learning motivation, anxiety and learner beliefs in predicting learners' self-regulation [9,[11][12][13].…”

“…In contrast, higher learning anxiety, such as test anxiety and fear of negative evaluation, harmed learners' motivation and their online self-regulated English learning.Sustainability 2020, 12, 3009 2 of 25 integrate cognitive, affective and behavioral factors, so as to achieve a continuous learning outcome. Among these, learner beliefs, anxiety, motivation and self-regulation are intensively studied [1][2][3][4][5][6][7].Three learner characteristics are commonly and consistently found to account for foreign language learning performance, namely learner beliefs, anxiety and motivation [7][8][9][10]. To be specific, language learning beliefs are critical because they impose strong impacts on how students evaluate and utilize language learning strategies.…”

“…Sustainability 2020, 12, 3009 2 of 25 integrate cognitive, affective and behavioral factors, so as to achieve a continuous learning outcome. Among these, learner beliefs, anxiety, motivation and self-regulation are intensively studied [1][2][3][4][5][6][7].…”

“…Three learner characteristics are commonly and consistently found to account for foreign language learning performance, namely learner beliefs, anxiety and motivation [7][8][9][10]. To be specific, language learning beliefs are critical because they impose strong impacts on how students evaluate and utilize language learning strategies.…”