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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 11:1 (2026) ► pp.95–129

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The role of agency in international students’ language learning pathways

ORCiD logo with link | University of Bremen
 | University of Bremen
Published online: 1 September 2025
DOI logo with link
https://doi.org/10.1075/sar.24003.vah
Abstract
In light of increasing internationalization and diversity in German higher education (HE), the key role of language proficiency in social and academic adaptation has been widely recognized. Acknowledging international students’ pro-active role in their language learning pathways, our study explored students’ language learning agency in German HE. Drawing on Bandura’s ( (1999). Social Cognitive Theory of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of Personality: Theory and research (2nd ed., pp. 154–196). The Guilford Press.Google Scholar logo with link to Google Scholar, (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. Google Scholar logo with link to Google Scholar, (2008). Reconstrual of “free will” from the agentic perspective of Social Cognitive Theory. In J. Baer, J. C. Kaufman, & R. F. Baumeister (Eds.), Are we free? Psychology and free will (pp. 86–127). Oxford University Press. Google Scholar logo with link to Google Scholar) model of triadic reciprocal causation, we employed a qualitative approach to examine the interplay between personal factors, environment, and language learning behavior. Furthermore, we evaluated the practical applicability of Bandura’s theoretical model for studying the agentic behavior in a real-world setting. Our findings demonstrate its usefulness as an analytical lens, revealing that language learning agency is strongly shaped by the individual’s perception of the three factors. Insights from our study not only enhance our understanding of international students’ role in shaping their language learning pathways but also highlight the relevance of institutional offerings, their accessibility, and significant others.
Article outline
  • 1.Introduction
    • 1.1International students in Germany
    • 1.2International students’ agency in language learning
    • 1.3Social cognitive theory and internationals students’ agency in language learning
  • 2.Study aims and research questions
  • 3.Methodology
    • 3.1Sample, instruments, data collection
    • 3.2Data analysis and coding scheme
  • 4.Findings
    • 4.1RQ 1: Personal factors
      • 4.1.1Self-awareness of individual strengths and weaknesses
      • 4.1.2Attitudes towards learning
      • 4.1.3Perceptions of oneself
    • 4.2RQ 2: Environmental factors
      • 4.2.1Imposed environment
      • 4.2.2Environmental facilitators and constraints
    • 4.3RQ 3: Agentic behavior
      • 4.3.1Proxy agency
      • 4.3.2Taking no action
      • 4.3.3Collective agency
      • 4.3.4Individual agency
    • 4.4RQ 4: Interplay of Bandura’s three components
      • 4.4.1Personal factors interacting with the environment
      • 4.4.2Triadic interaction of agentic behavior, personal factors, and environment
      • 4.4.3Two illustrative case studies
  • 5.Discussion and implications
  • Notes
  • References
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