Exploring Four EFL Writers’ Development of Learner Autonomy Through the Lens of Complex Dynamic Systems Theory

Investigating Learner Autonomy Development Through a Complex Dynamic Systems Theory Lens: An Indonesian Context

“…The findings of this study suggest that four focal factors impacted the development of Hana and Kei's learner autonomy. The results are similar to those of Tung and Huang's (2022), even though the dynamic interaction between the components is distinctive for Hana and Kei. In the first affective regulation Kei experienced a bad affective state and regulations in the first semester due to the COVID-19 pandemic and online study.…”

“…I decided to adopt the operational model of learner autonomy development of Tung and Huang (2022) because it suited my longitudinal analysis of two learners. Tung and Huang (2022) identify four factors which they find to be focal for learner autonomy development and use the CDST perspective to explore the interaction between them.…”

“…I decided to adopt the operational model of learner autonomy development of Tung and Huang (2022) because it suited my longitudinal analysis of two learners. Tung and Huang (2022) identify four factors which they find to be focal for learner autonomy development and use the CDST perspective to explore the interaction between them. The focal factors are: (a) the learner's affective state and regulation, (b) the learner's behavioural change, (c) the learner's constraints, and (d) external push and support.…”

“…After collecting the data, I transcribed and translated the interviews into English, then used NVivo 12 (NVivo, 2018) to code categories. To match the concepts from Tung and Huang (2022), keywords in English were used, such as Hana's extracurricular activities (teaching English in an orphanage) and Kei's friends who supported him. After carefully reading the transcripts, I could identify factors leading to these participants' learner autonomy development and how these factors interacted to develop learner autonomy.…”