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The preferent learning theory emphasizes three concepts—free-will-whim, individual and collective independence, and discursive—rooted in a learner’s sense of liking in the affective domain rather than cognitive motivation. 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Pierre Tendean, No. 109A, Kendari City, SouthEast Sulawesi, Indonesia 2Graduate Program, Universitas Negeri Jakarta, Jl. Rawamangun Muka, East Jakarta, Indonesia\u003Cbr>Corresponding Author: Fernandes Arung, E-mail: [fedyarg@gmail.com](fedyarg@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: July 17, 2019\u003Cbr>Accepted: September 11, 2019\u003Cbr>Published: October 31, 2019\u003Cbr>Volume: 10 Issue: 5\u003Cbr>Advance access: October 2019 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>Key words:\u003Cbr>Sense of Liking, Preferent Learning, 21th EFL Learning, Learning Interest, Learning Motive, Speaking Skills, Grounded Theory | ABSTRACT\u003Cbr>This review aims to discuss a new substantive theory generated from a Grounded research that we conducted in 2018 as a concept of‘getting real way’in the learning of the foreign languages in the 21st century and the forth. The preferent learning theory, as labelled then, covers three important concepts namely free-will-whim, individual and collective independence, and discursive. The three concepts are substantively based on the sense of liking within one’s learning as the domain of affective; it is not based on the cognitive domain and the motivation. The implication is that the learning of foreign languages should be based on the sense of liking; both in the past and current liking, that enable foreign language learners to have their learning preference. |\n\nINTRODUCTION  \nEmpirically, we cannot deny that the learning of foreign languages cannot be bound by certain method and strategy, and even though the scope of formal education cannot mediate maximally the attainment of mastery of foreign languages. In fact, people have been able to learn and master a foreign language by autodidact outside of formal education, specifically in the industry 4.0 in the 21st century even industry 5.0. Internet of Things (ToT) is one of the determinants of success in all fields of science with the required knowledge obtained from internet mediation, as well as in mastering foreign languages (see Emerick, 2019; Valmori & Costa, 2016; Assist, 2015; Liu & Zhang, 2012; Oroujlou, 2012; Holmes, Bishop,& Calman, 2017; Baker, Ugljanin, Faci, Sellami, Maamar,& Kajan, 2018; Fagerstrøm, Eriksson, & Sigurðsson, 2017) . In fact, it seems, people have begun to have no interest in entering formal education (Valmori & Costa, 2016) because they assume that they can learn independently, specifically speaking skills where that skill is more in demand than reading or writing skills, and are a major consideration in initial recruitment, promotion, and retention decisions in some companies.’(Kordsmeier, Arn, & Rogers, 2000) .  \nIf we ask questions about what the purpose is of people learn foreign languages, then we can provide a variety of answers that are conceptually correct. However, the ontological question then arises whether those conceptual answers really can be achieved as a goal and real for our lives. The most prominent answer regarding the purpose of people learning foreign languages is so that they can have high communicative competence and academic prestige from the scientific side, integrative motivation and future self-images’(Burgh-Hirabe, 2019; Aliakbari & Amiri, 2018; Liu & Thompson, 2018) such as to know and understand ‘intercultural issues and want to be like native speakers when speaking’, and by that they ‘participate in real life situations through the language of the original culture itself’(Moeller & Catalano, 2015; King & Ridley, 2019; Du & Jackson, 2018) dan ‘literasi komunitas bahasa lain’(Prinsloo, 2018; Kliueva & Tsagari, 2018) in a social interaction. The learning of foreign languages has been a ","cbCaivPtF09VUiGx","https://ap.wps.com/l/cbCaivPtF09VUiGx","pdf",460545,"English","# Introduction\n## Learning in the 21st century and industry shifts\n# Article info\n## Publication timeline and key terms\n# Abstract and key concepts\n## Preferent learning theory and affective domain","[{\"question\":\"What is the main goal of the review and the new theory it proposes?\",\"answer\":\"The review aims to discuss a substantive theory generated from a grounded study in 2018, presenting a “getting real way” concept for learning foreign languages in the 21st century.\"},{\"question\":\"What are the three core concepts of the preferent learning theory?\",\"answer\":\"The preferent learning theory covers free-will-whim, individual and collective independence, and discursive.\"},{\"question\":\"How does the theory explain what learning should be based on?\",\"answer\":\"It argues that foreign language learning should be based on the sense of liking within the affective domain, rather than focusing on the cognitive domain and motivation.\"}]","Ontological Concept for the Foreign Language Learning in the 21st Century - Article - Key words and Grounded Learning Review | PDF",1792068518,23]