The multi-level situatedness of complex, flexible, and dynamic langua...

The application of language learning strategies (LLS) is influenced by a multitude of factors, which relate to the language learner (e.g., individual learner differences; IDs), the immediate learning situation (e.g., a specific learning task), the learning environment (e.g., technology in the classroom), and the general learning context (e.g., educational policies). The interplay between those factors is flexible and dynamic, which will be the core theme of this symposium.

Drawing on data from a mixed-methods study, the opening presentation by Carmen M. Amerstorfer will provide examples of strategic L2 learning situations emphasising the flexibility of LLS due to IDs and other criteria exerting an effect on learners. Focusing on contextual influences, Jakub Bielak will present a retrospective study that investigated the transition of high school learners to English majors at university. The transition was in many cases accompanied by significant shifts in IDs such as motivation, which in turn gave rise to different patterns of LLS use. The third presentation by Anna Mystkowska-Wiertelak will focus on IDs and analyse the connection between L2 learners’ engagement and their LLS use. The results of the study suggest that learner engagement is related in a positive way to self-regulation both on the behavioural and cognitive plane. The link between disengagement and LLS appears to be more complex and largely related to an inconsistent use of LLS and the participants’ inability to formulate short- and long-term goals. Finally, the audience will be invited to discuss the complexity, flexibility, and dynamism of strategic language learning.