The role of agency in international students’ language learning pathways

Abstract In light of increasing internationalization and diversity in German higher education (HE), the key role of language proficiency in social and academic adaptation has been widely recognized. Acknowledging international students’ pro-active role in their language learning pathways, our study explored students’ language learning agency in German HE. Drawing on Bandura’s ( 1999 , 2006 , 2008 ) model of triadic reciprocal causation, we employed a qualitative approach to examine the interplay between personal factors, environment, and language learning behavior. Furthermore, we evaluated the practical applicability of Bandura’s theoretical model for studying the agentic behavior in a real-world setting. Our findings demonstrate its usefulness as an analytical lens, revealing that language learning agency is strongly shaped by the individual’s perception of the three factors. Insights from our study not only enhance our understanding of international students’ role in shaping their language learning pathways but also highlight the relevance of institutional offerings, their accessibility, and significant others.