Reframing learner autonomy in Arabic language education for non-native speakers
A theoretical framework of power, control, and motivation
Bibliographic Data
| ID | 22166014 |
|---|---|
| Authors | Sultan A Almelhes (0000-0001-5942-1625, Islamic University of Madinah, corresponding author), Sultan Almelhes |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-10-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1622527 |
| OpenAlex | W4414879736 |
| Language | EN |
| References cited | 60 |
Second language acquisition (SLA) has gradually shifted toward an emphasis on learner autonomy. If learners take responsibility for their own learning processes, they can achieve success. Thus, this article discusses how learner autonomy plays a role in SLA of Arabic to non-native speakers in the light of Foucault’s Discourse and Institutional Power, Bernstein’s Classification and Framing Theory, and Self-Determination Theory (SDT). The focus is on how activities during structured educational systems affect the nature of student engagement and motivation in connection with control over learning. The presentation of the discussion is based on empirical and theoretical studies that demonstrate that autonomy can shift teachers’ and students’ dynamics and also contribute to boosting learner motivation and language proficiency. Arabic language education as an area of focus is dedicated to sociocultural and religious dimensions as they connect with institutional structures. Based on the findings, the argument for adaptive teaching models, which allow for learner agency, sociocultural considerations, and interdisciplinary curriculum design, is presented
Autonomy · Cognitive reframing · Curriculum · Language acquisition · Learner autonomy · Second-language acquisition · Sociocultural evolution · Arabic Language Education Studies · Education and Islamic Studies · Multilingual Education and Policy
Techniques and principles in language teaching
Pedagogy, Symbolic Control, and Identity
Motivational Strategies in the Language Classroom
The Structuring of Pedagogic Discourse
Self-Determination Theory
Approaches and Methods in Language Teaching
From Constructivism to Realism in the Sociology of the Curriculum
Motivation, Personality, and Development Within Embedded Social Contexts
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
Promoting L2 learners’ critical thinking skills
Learner Autonomy in English Language Learning
Toward understanding the variability in the language proficiencies of Arabic heritage speakers
When Students Have Power
Michel Foucault
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
A horizon of freedom
Putting Foucault to Work in Educational Research
Power/Knowledge for Educational Theory
The micropolitics of education
The language curriculum
The motivational dimension of language teaching
Research agenda
Pedagogising Knowledge
The archaeology of knowledge
The "What" and "Why" of Goal Pursuits
The Ethic of Care for the Self as a Practice of Freedom
Becoming a Self-Regulated Learner
Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory
Learning Arabic in Scandinavia
The Necessity and Violence of Theory
| Citation velocity | historical |
|---|---|
| Highly cited | No |