English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

Throughout the last two decades, scholarship discussing learner development and autonomy has expanded from viewing the learner as one who possesses intrinsic or extrinsic motivation to a performer who to varying degrees invests as an agent in the learning process, particularly when able to pursue her or his passions. With this expansion in mind, the authors sought to look back at the trajectory of their experiences in a second language communication and composition course in order to more deeply understand the roles of agency and investment in their own and fellow classmates' learning. As such, this research examines the role of project-based learning activities that attempt to bridge the learners' personal passions and professional interests. Seven student-researchers reported via written narrative how such a bridging approach in the multilingual writing environment supported learner investment and agency. Student responses speak to the need for a stronger sense of connection among their disciplinary studies, personal interests, and even instructors, and highlight the ways in which investment and agency are associated with ideas about learner affect, learner identity, learner autonomy and language acquisition.

Bridging passion and profession: Supporting agency and investment in multilingual university writers