Do Students have Agency?

Abstract

Much research exploring the use of videos to support language learning positions videos as tools and learners as passively engaged viewers. This study reveals that when encouraged to explore authentic Chinese videos, L2 learners actively took control of their language learning based on their personal interests. The complexity of video learning calls for deeper exploration into learners’ experiences. Using socio-cultural theory perspectives of self-, other-, and social-mediation and internalization, this article depicts heritage and non-heritage university-level Chinese language learners’ agency during informal video learning. This two-year qualitative study used semi-structured interviews, stimulus recall, participant observation, and document collection. Analysis revealed these lived experiences of participants’ agentic video learning; Learners in our study demonstrated variety in terms of social support and cultural understanding helping or hindering how videos mediated their L2 learning. Teachers should therefore design video pedagogy that considers individual students’ social worlds and purposes for L2 learning.