O n f e r e n c e

Short paper 
 
Introduction 
Learner variables have been long proposed to contribute to individual differences in 
language learning. To date, these variables are categorized into cognitive, e.g. language 
aptitude (Carroll and Sapon, 1959), learning styles (Brown, 2001; Coffield et al., 2004; 
Mayer, 2011; Reid, 1995), affective, e.g. attitudes, motivation (Dornyei, 1994a & 2005) 
and learning anxiety (Cheng et al., 1999; Horwitz, 2000 & 2001 ), metacognitive, e.g. 
use of language learning strategies (Oxford, 1990 & 1996; Riding & Rayners
, 
1998; 
Skehan, 1989) and demographic factors (Horwitz 2008).

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-90- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Another learner variable that is defined from activity theory is called learner agency 
(Lantolf & Pavlenko, 2001) 
which refers to learners’ exercise of agency within context. 
According to Lantolf and Pavlenko, learning a language is learning “new ways of 
mediating ourselves in our relationships with others and to ourselves” (p.7). What 
matters to learners is what they regard as significant not just their performance. 
Language learners exercise agency differently on the spectrum of resistance and 
engagement 
depending 
on 
their 
interpretation 
of 
the 
target 
language 
community/context. Likewise, Norton (2001) argues that different learners in different 
contexts will conceptualize their communities differently. As a result, it will influence the 
extent to which learners devote themselves to the learning or withdraw their 
participation.
Although recognizing the importance o
f learner variable in explaining learner’s 
achievement, due to its dynamic and complex nature, most of the time, researchers 
would rather seek for more stable and universal aspects across language learners in their 
research. Such avoidance will definitely lead to an incomprehensive picture of language 
acquisition. In this paper, the author will show that learner variable, more relevant to 
learner agency
, can have a significant impact on the process of learning and result in 
unexpected learning outcome.