A conceptual framework for Emergent Language Learner Autonomy – a complexity perspective for action research.
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| Title: | A conceptual framework for Emergent Language Learner Autonomy – a complexity perspective for action research. |
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| Authors: | Stringer, Thomas1 (AUTHOR) tjs27@st-andrews.ac.uk |
| Source: | Innovation in Language Learning & Teaching. Nov2025, Vol. 19 Issue 5, p452-464. 13p. |
| Subject Terms: | *Learner autonomy, *Action research, *Experimental design, *Educators, Epistemics, Complexity (Philosophy), Conceptual models |
| Abstract: | Purpose: This paper addresses inconsistencies in how language learner autonomy has been understood. A novel conceptual framework of Emergent Language Learner Autonomy (ELLA) is proposed, reconceiving it within Complex Dynamic Systems Theory. ELLA aims at a comprehensive conceptual understanding of language learner autonomy, an explanatory foundation for enhancing empowerment of educational stakeholders. Design/methodology/approach: The paper offers a review of the conceptual literature on language learner autonomy and explores intersections with operationalisation and measurement with Action Research. Findings: The paper identifies areas in which reductionist theoretical models are unsuited to describing language learner autonomy. Complex Dynamic Systems Theory is found to be a better fit. The proposed conceptual framework is modelled on Hopfield networks: series of dynamic, transitional relations between temporary and final states through which multilateral changes propagate. Language learner autonomy arises under conducive conditions at inflection points as an epiphenomenon, underscoring the need for holistic epistemological reorientation in research and practice. Originality: This paper puts forward an innovative conceptual framework for understanding language learner autonomy as an emergent phenomenon. It contributes to the wider literature by addressing the need to resolve conceptual inconsistencies that undermine much research and practice. The novel framework informs compelling arguments for Action Research by practitioners from a complexity perspective – embracing adaptive, dynamic, non-linear research designs. The framework also emphasises the need for practitioners to adopt exploratory approaches to fostering language learner autonomy in their context. [ABSTRACT FROM AUTHOR] |
| Copyright of Innovation in Language Learning & Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188856196 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A conceptual framework for Emergent Language Learner Autonomy – a complexity perspective for action research. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stringer%2C+Thomas%22">Stringer, Thomas</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tjs27@st-andrews.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Innovation+in+Language+Learning+%26+Teaching%22">Innovation in Language Learning & Teaching</searchLink>. Nov2025, Vol. 19 Issue 5, p452-464. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learner+autonomy%22">Learner autonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemics%22">Epistemics</searchLink><br /><searchLink fieldCode="DE" term="%22Complexity+%28Philosophy%29%22">Complexity (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+models%22">Conceptual models</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: This paper addresses inconsistencies in how language learner autonomy has been understood. A novel conceptual framework of Emergent Language Learner Autonomy (ELLA) is proposed, reconceiving it within Complex Dynamic Systems Theory. ELLA aims at a comprehensive conceptual understanding of language learner autonomy, an explanatory foundation for enhancing empowerment of educational stakeholders. Design/methodology/approach: The paper offers a review of the conceptual literature on language learner autonomy and explores intersections with operationalisation and measurement with Action Research. Findings: The paper identifies areas in which reductionist theoretical models are unsuited to describing language learner autonomy. Complex Dynamic Systems Theory is found to be a better fit. The proposed conceptual framework is modelled on Hopfield networks: series of dynamic, transitional relations between temporary and final states through which multilateral changes propagate. Language learner autonomy arises under conducive conditions at inflection points as an epiphenomenon, underscoring the need for holistic epistemological reorientation in research and practice. Originality: This paper puts forward an innovative conceptual framework for understanding language learner autonomy as an emergent phenomenon. It contributes to the wider literature by addressing the need to resolve conceptual inconsistencies that undermine much research and practice. The novel framework informs compelling arguments for Action Research by practitioners from a complexity perspective – embracing adaptive, dynamic, non-linear research designs. The framework also emphasises the need for practitioners to adopt exploratory approaches to fostering language learner autonomy in their context. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Innovation in Language Learning & Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/17501229.2024.2371505 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 452 Subjects: – SubjectFull: Learner autonomy Type: general – SubjectFull: Action research Type: general – SubjectFull: Experimental design Type: general – SubjectFull: Educators Type: general – SubjectFull: Epistemics Type: general – SubjectFull: Complexity (Philosophy) Type: general – SubjectFull: Conceptual models Type: general Titles: – TitleFull: A conceptual framework for Emergent Language Learner Autonomy – a complexity perspective for action research. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Stringer, Thomas IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 17501229 Numbering: – Type: volume Value: 19 – Type: issue Value: 5 Titles: – TitleFull: Innovation in Language Learning & Teaching Type: main |
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