Title: Research on the Agency of Foreign Language Learners in Higher Education Institutions within Technology-Integrated Environments
Authors: Xiaoquan Pan
Volume: 9
Issue: 10
Pages: 1-6
Publication Date: 2025/10/28
Abstract:
This study focuses on the issue of learner agency in higher education foreign language learning within technology-integrated environments. Emerging technologies such as artificial intelligence and big data have profoundly reshaped the foreign language teaching ecosystem. While providing robust support for language learning autonomy through personalized recommendations and learning analytics, these technologies also carry risks of passive adaptation, excessive reliance on external guidance, and learners being swept along by technological rhythms. Drawing upon social cognitive theory, self-determination theory, and activity theory frameworks, this study systematically examines the dialectical relationship between technology and learner agency: technological empowerment may enhance core competencies in goal setting, process management, and monitoring/adjustment, yet may also suppress deep planning and critical thinking due to fragmented interactions and platform design flaws. Current research faces critical challenges including ambiguous theoretical definitions, insufficient empirical evidence on enabling/inhibiting mechanisms, lack of multidimensional dynamic assessment, and ethical concerns. This study advocates constructing an integrated "tool-subject-context" co-construction model, developing a dynamic evaluation system, and embedding a learner-centered ethical framework. This approach aims to optimize technology-enabled pathways, propel foreign language learners from passive adaptation to active creation, and advance high-quality foreign language education.