ERIC Number: EJ1346477
Record Type: Journal
Publication Date: 2022-Sep
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-8322
EISSN: EISSN-1545-7249
Autonomy in the Digital Wilds: Agency, Competence, and Self-Efficacy in the Development of L2 Digital Identities
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v56 n3 p985-1015 Sep 2022
The term "digital wilds" has come to refer to the non-formal online spaces in and through which additional language (L2) learner-users, using a multifarious array of tools, platforms, and services, autonomously navigate personal learning trajectories (Sauro & Zourou, 2019), developing L2 digital literacies-mediated identities needed in life-wide settings. This article examined how three successful, autonomous English L2 learner-users critically and creatively engaged in L2 digital literacy practices, ranging from navigating social media and the Internet to 'reprodusing' (Reinhardt & Thorne, 2019) content on video-sharing sites. This article focuses on (1) the development of digital learner autonomy in successful English L2 learners and (2) the entanglement of L2 digital literacy practices, identities, and livelihoods. The analysis shows that agency, competence, and self-efficacy played key roles in autonomy development, which was inextricably intertwined with emergent identities and realized through the practice of digital literacies. The findings shed light on the potential role of language educators in leveraging activity in the digital wilds for formal learning purposes.
Descriptors: Second Language Learning, English (Second Language), Educational Technology, Electronic Learning, Personal Autonomy, Self Efficacy, Competence, Identification (Psychology), Empowerment, Computer Literacy
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A