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In:Complex Dynamic Systems Theory and L2 Writing Development
Edited by Gary G. Fogal and Marjolijn H. Verspoor
[Language Learning & Language Teaching 54] 2020
► pp. 133–158

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Chapter 6
Biographical retrodiction for investigating the evolution of learner agency and L2 writing development through study abroad experiences

 | Rikkyo University
Published online: 4 June 2020
DOI logo with link
https://doi.org/10.1075/lllt.54.06nit
Abstract
This chapter explores the complex and dynamic interrelations between L2 writing development and the evolution of learner agency by using biographical retrodiction. A series of in-depth interviews was conducted with two expert learners before and after a study abroad period and narratives of their English learner experiences were constructed. The findings suggest that both expert learners changed their attitudes towards L2 writing according to the progress of their overall L2 proficiency and that learner agency recurrently emerged in the classroom and study-abroad contexts. The findings also emphasize the usefulness of biographical retrodiction for analyzing accounts constructed from learners’ narratives and contribute to understanding how various components within learners’ agentic systems interact to complement L2 writing development.
Article outline
  • Introduction
  • Understanding learner agency from a CDST perspective
  • Biographical retrodiction for researching learner agency
  • Effects of study abroad experiences on learner agency
  • Method
    • Context and research participants
    • Research procedure and analysis
  • Findings
    • Changes in L2 writing
  • Narrative analysis
    • Jun’s narrative
      • English learning history prior to SA
      • English learning experience in a SA context
      • Effects of a SA experience on learner agency
    • Yu’s narrative
      • English learning history prior to SA
      • English learning experience in a SA context
      • Effects of a SA experience on learner agency
  • Discussion
    • Development of L2 proficiency and writing through SA experiences
    • Uniqueness and patterns in individual agentic systems
    • Evolution of learner agency
  • Conclusion
  • References
  • Appendix
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