Successful Language Learning in the Digital Wilds: Complexity, Autonomy, and Identity

Abstract

Language learning is a complex process that cannot be restricted to the four walls of a classroom in today’s interconnected world. In recent years, changes in digital landscapes have led to more choices and creative ways of language learning, especially outside of institutional settings (Godwin-Jones, 2018). Research has shown that the digital wilds hold a great deal of potential for fruitful language learning, including digital gaming (Chik, 2014; Reinhardt, 2019), social media (Chen, 2013; Lomicka & Lord, 2012), fandom and affinity groups (Black, 2009; Lam, 2000), as well as video-sharing sites (Codreanu & Combe, 2018). While we have started to uncover language learning affordances in various individual venues in the digital wilds, little is known about the naturalistic and dynamic process involved in making choices and use of different tools/resources/sites to construct an individual learning trajectory. Although the penetration of digital technologies has facilitated individual language learning with more choices, the ways language learners navigate language learning in the digital wilds over time and how certain kinds of interaction lead to an increase or decrease in learning opportunities are not fully understood yet. Following the call for more focus on individual differences as we share the belief that learning is a highly unpredictable and personal journey (Godwin-Jones, 2018; Reinders & Benson, 2017), we need to move beyond explorations of individual tools and sites, to gain an in-depth understanding of language learning, which is becoming increasingly self-initiated, in life-wide settings.Theoretically informed by Complexity Theory (Larsen-Freeman & Cameron, 2008), this dissertation investigated the learning activities and experiences of autonomous non-academic (workplace) L2 learners, especially in the contexts of the digital wilds. A multiple-case study design was employed. Data were collected from five workplace adults who self-perceived as motivated and autonomous L2 learners and users. Data sources included semi-structured interviews on multiple timescales, retrospective narratives of learning trajectory, participant-generated photography (Prosser & Loxley, 2010) on “what they do/did with L2s” and follow-up interviews, artifacts related to L2 using/learning, reflective learning journals (optional), and observations of the participants during interactions. CT-informed thematic analysis, co-occurrence analysis, and comparative case analysis were performed. This study sought to respond to three primary questions: o What digital tools/resources mediate their learning? In what ways? o How does technology interact with the development of identity, motivation, and autonomy during the learning journey? o What triggered changes and emergent moments that led to noticeable shifts in attitudes or actions, or to surprising outcomes in learning? Findings demonstrate that these successful learners used a wide range of digital resources with agency and awareness of intent. The interactions between learners and technology were elucidated through metaphors of tools, ecology, windows, doorways, mirrors, playgrounds, and the extension of self. Key factors examined in this study—identity, motivation, and autonomy, were found to intermingle with learners’ interactions with and within the digital wilds. These factors connected with each other and worked in synergy to shape individuality, breaking down the barriers between language learning, personal life, and social engagement. Learners’ trajectories of emergence demonstrated that learning languages went beyond being fluent to influence trajectories of ongoing life. Meaningful emergence experiences were affected by constantly intertwining positive dynamics in doing, knowing, being, and becoming. Embracing complexity as constructive chaos was a key to learn from meaningful experiences and enable emergent becomings. This dissertation aims to make a value-added theoretical contribution to current complexity thinking of life-wide language learning; methodological contribution by employing a CT-oriented longitudinal qualitative case study method; and pedagogical contribution by proposing that educators should help learners develop agency and mindfulness about the technology and support the trajectories of being and becoming of L2 learners/users.