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Identity, Experiences, and Agency in EFL Learning among Iraqi Students | ||
| Journal of Language Studies | ||
| Volume 9, Issue 1, March 2025, Pages 416-426 PDF (452.86 K) | ||
| Document Type: Original Article | ||
| DOI: 10.25130/Lang.9.1.25 | ||
| Author | ||
| Muthana Mohammed Badie | ||
| College of Education for Women, University of Tikrit | ||
| Abstract | ||
| The significance of creating learning experiences should be included in the teaching-learning process. According to studies, education should be a comfortable, enjoyable, and motivating process for kids to develop into effective, self-reliant, life-oriented learners. When students believe they can affect the course of events and feel in control of many things that happen around them, they exhibit "agency." For students, this is crucial since it makes them more engaged in their education. Every choice and action a student makes will affect other people's thoughts, actions, and choices. Although there is currently a sizable amount of research on identity in the field of language education, the question of how well students can create identities that align with the opportunities and difficulties of contemporary multilingual classrooms has received far less attention. 10 Iraqi ELT students were selected as the subjects of the study who were asked and made an interview with them. Their interviews were scored holistically, and the results might not apply to every situation. Numerous factors that may have led to more lucid findings were not examined because of the brief research period and the restricted interaction with the focus students. A wider range of volunteers from various age groups, personalities, cultural origins, and educational levels should be the goal of future studies. One might say the same thing about an agency. Future research can thus help us better understand our varied student body and identify strategies that effectively promote agency, experience, and identity. | ||
| Keywords | ||
| Agency; effectively; Experience; identity; numerous | ||
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