Academic writing Approaches To Understanding Agency by Rizky Ariansyah

Name             : Rizky Ariansyah

Reg.Num       : 1610117110017

Class               : Academic Writing

Approaches To Understanding Agency

Abstract : In this paper, the writer will offer a theoretical framework for the principle of learner agency by explaining how agency is embodied in many of the key constructs, approaches, and strategies discussed in the language education literature as well as the rest of the book. And the writer will challenge you to consider some of the practical methodological implications of agency in the L2 classroom.

            Over the last few decades there have been rigorous investigations into learner behavior and performance beyond controlled classroom looking into the social world of language learners. In such investigations, the learners are described as agents who are aware of their  actions and behaviors and take control over their learning processes. Agency is the key to understanding who language learners are and why they think and act the they do. It is the basis for making sense of the complexity of classroom practices, reflecting on those practices, and organizing them into a coherent. Moreover, agency is a complex and multifaceted construct, so it is a daunting task to come up with an operational definition. However, defining agency is crucial since “ the particular ways in which (scholars) conceive of agency have implications for understanding pf personhood, causality, action, and intention” (Ahearn, 2001). There are various theorical approaches to examining human agency that have influenced SLA and language education over the last few decades. Also, there are many constructs related to agency that have been extensively researched, such as self-efficacy, motivation, self-regulation, autonomy, and identity.

            Agency and Self-Efficacy. American psychologist Albert Bandura conducted extensive research on human agency particularly through the examination of self-efficacy. Bandura (1997) defines self-efficiacy as an individual’s perceptions of “ one’s capabilities to organize and execute the courses of action required to produce given attainments” . Higher self-efficacy correlates to individuals’ greater persistence when facing difficulties, leading them to exert more effort and make better use of learning strategies. On the other hand, students with low self-efficacy may choose not to participate in a learning activity because they perceive themselves to be lacking in the ability to succed in it.

            Agency, Reward and Motivation.  Motivation, one of the most researched constructs in the field of psychology, has in the context of L2 learning long been regarded as fundamental for successful language learning.  Understanding the role of agency in human motivation can give us insight into what causes language learners to be encouraged to learn and how one can sustain such drive. From a behavioral perspective, motivation can be defined as the anticipation of reinforcement. Therefore, a large portion of what we do is motivated by an anticipated reward.  Successful learners are conscious of potential rewards for taking a certain action, and decide to go for it expecting to gain those rewards. Deci and Ryan (1985 and 2002) describe motivation as coming from inside individuals, implying that motivation has to be regulated by learners themselves, rather than regulated by others, in order to be sustained. The researcher view that humans are innately inquisitive and volitional beings without needing external incentives. They see out challenges that direct personal growth. Instrinsically motivated action derive from the desire of a person to accomplish something for his or her own pleasure, while external motivators, designed to control a person, can pressure a person to think, feel, or behave in a specific way. For classroom teachers, intrinsic motivation is important because it is crucial element in the cognitive, social, and physical development of humans, and leads to high quality learning. It is crucial to know what factors do not undermine but enhance intrinsic motivation.

            Cognition, Emotion, and Agency. In particular, recent advances in neurology suggest that cognitive processes such as learning, attention, memory, and decision making are greatly affected by the processes of emotion. In other words, emotion plays a fundamental role in reasoning and decision-making (Damasio, 2003; Immordino-Yang & Damasio, 2007). The importance of emotion in human cognitive functioning has long been emphasized in the fields of psychology and language education but but only by a handful of scholars. This is also a crucial point for the principle of agency. Emotion is what makes people enable to engage in sound decision making with a repertoire of know how and actions that would allow people to respond appropriately in different social situations. Simply focusing on accumulating knowledge and skills does not guarantee that students will be able to use them appropriately in their real life. In other words,  emotion should be grounded in every learning setting  in order for a learner to exercise agency as a desirable member of a community of practice.

            Shortly, agency is achieved has been to understand what happens inside the teacher’s head. Because of agency, It can be understood in an ecological way, strongly connected to the contextual conditions within which it is achieved and not as merely a capacity or possession of the individual. Agency is the key to understanding who language learners are and why they think and act the they do. It must be owned by every teacher so that he is able to achieve conducive learning goals. That can help to know everything that each student has. Namely different points from each student. Agency is the right way because it is very helpful and also understands every difference in character of students who have various characters.

References

Ahearn, L (2001) Language and agency. Annual Review of Athropology, 30, 109-137.

Bandura, A, (1997). Self-efficacy: The exercise of control . New York, NY: Freeman.

 Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Publishing.

Deci, E., & Ryan, R. (Eds). (2002). Handbook of self-determination research. Rochester, NY: The University of Rochester Press.

Damaiso, A. (2003). Looking for Spinoza: Joy, sorrow and the feeling brain. New York, NY: Harcourt Brace.

Immordino-Yang, M. & Damaiso, A. (2007). We feel, therefore we learn: The relevance of effective and social neuroscience to education. Mind, Brain, and Education, 1, 3-10.