A person-centred perspective on agency in language learning: insights from a pilot study

This pilot study investigates key components of language learner agency, including intentionality, self-efficacy, and self-regulation. It relies on insights from a group of foreign language majors seeking learning support at Studio KOUCZ. Drawing on a theoretical framework grounded in the psychology of language learning, the study explores participants’ perceived competence in directing and managing their own language learning process. Data was collected from 28 university students using a Polish adaptation of the Agency for Learning Questionnaire Short Form (AFLQ-S, Code 2020), and analysed using descriptive statistics and non-parametric comparisons. The results reveal relatively high levels of intentionality and self-efficacy, alongside critically low levels of self-regulation. These findings point to specific areas for targeted intervention and suggest that even highly motivated and self-aware learners may lack sufficient strategies for managing their learning process and academic stress. The discussion highlights the importance of personalised coaching and metacognitive support in fostering learners’ self-regulation. The study contributes to the emerging literature on learner agency in foreign language education and provides practical insights for institutional support mechanisms aimed at empowering students in higher education contexts.