Fragile Identities - Exploring Learner Identity, Learner Autonomy and Motivation through Young Learners’ Voices - Article

Oct 15, 2026

Recent research on motivation and learner autonomy in language learning examines how these constructs connect to learner identity. This article builds on that work through the voices of six learners of French or German in an English secondary school over two years. Learners initially present a responsible, self-controlling identity, but the identity appears fragile as teacher control increases under examination pressure, accompanied by signs of reduced motivation. Teachers are urged to create environments that engage, nurture, and protect learners’ identity by sustaining autonomy opportunities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

European policy and autonomous learning

Common European Framework and self-directed learning

Curriculum aims in EuroPAL countries

Learner autonomy: self-management and self-regulation

Motivation and the UK context

Fragile Identities: Exploring Learner Identity, Learner Autonomy and Motivation through Young Learners’ Voices Terry Eric Lamb University of Sheffield Abstract Recent research in the fields of motivation and learner autonomy in language learning has begun to explore their relationships to the construct of identity. This article buildson this through the voices of a group of six learners of French or German in a secondary school in England, over a two-year period. These young learners initially reveal a clear identity as learners responsible for and able to take control of their own learning. However, this identity is seen as fragile when teacher control is increased in response to the external pressure of examinations, and there are indications of loss of motivation. Secondary school teachers, therefore, need to ensure that the learning environment they create engages, nurtures, and protects their learners‟ identity as learners through sustained opportunities for autonomy. Further research is proposed into aspects of learner identity, as well as ways in which changing pedagogy involves changes in teacher identity. Résumé Des études récentes dans les domaines de la motivation et de l‟autonomie de l‟apprenant des langues explorent les relations entre ces deux domaines et l‟identité de l‟apprenant. Cet article contribue à ces recherches, en examinant pendant une période de deux ans la voix d'un groupe de six jeunes qui apprennent le français ou l‟allemand dans une école secondaire en Angleterre. Ces jeunes apprenants révèlent au début une identité claire entant qu‟apprenants responsables pour et capables de contrôler leur propre apprentissage. Cependant on voit que cette identité est fragile quand le contrôle de l‟enseignant est augmenté face à la pression externe des examens, menant potentiellement a une perte de motivation. Les professeurs du secondaire devraient donc créer un milieu d'apprentissage capable d‟engager, de développer et de protéger l‟identité des apprenants en tant qu'apprenants, en assurant qu‟ils peuvent continuer à jouir des opportunités pour l‟autonomie. Des recherches futures sont proposées sur des aspects del‟identité des apprenants, et aussi sur les implications des changements de pédagogie pour l‟identité des professeurs. Fragile Identities: Exploring Learner Identity, Learner Autonomy and Motivation through Young Learners’Voices Introduction Education policy in many European countries has recently been characterised by a shift towards the inclusion of principles related to the development of the autonomous learner, both in general policy and, more specifically, language teaching (Lamb, 2008; Little, 2011; Lamb & Reinders, 2005; Miliander & Trebbi, 2008). A study carried out as part of the European Pedagogy for Autonomous Learning (EuroPAL) project (Lamb, 2008), a European Commission funded project exploring a pedagogy for autonomy in language learning, noted that such changes in the participating countries (Bulgaria, Cyprus, England, Norway, Portugal, Spain, and Sweden), appear to be propelled by three interrelated imperatives: education for democratic citizenship, education for life, and education for life-long learning. The Council of Europe‟s (2001) Common European Framework of Reference for Languages has the aim of developing language teaching methods which “strengthen independence of thought, judgment and action, combined with social skills and responsibility”(¶ 1.2) . It includes the notion of self-directed learning, which entails“raising the learner‟s awareness of his or her present state of knowledge; self-setting of feasible and worthwhile objectives; selection of materials; self-assessment”(¶ 1.5) . This is reinforced by the inclusion of “ability to learn” as an explicit competence to be developed by language learners. Such principles can also be found in the languages curricula of EuroPAL countries. In the new Norwegian French curriculum at lower secondary level (Utdann

FAQs

How does the article link learner autonomy and motivation to learner identity?

It frames autonomy and motivation as constructs that are related to learner identity, then examines how learners describe themselves over time. The analysis shows how identity can shift under changing classroom control.

What happens to learners’ identity when teacher control increases?

Learners initially describe a clear identity as responsible for and able to control their own learning. The article reports that this identity becomes fragile when teacher control rises in response to examination pressure, with indications of motivation loss.

What practical implication does the article suggest for secondary language teachers?

Teachers should design learning environments that engage, nurture, and protect learners’ identity by providing sustained opportunities for autonomy. This approach helps maintain learners’ motivation and self-directed sense of agency.

Oct 15, 2026

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