Agency to autonomy in mediated data-driven learning: A longitudinal study

Abstract

Drawing on Sociocultural Theory (SCT), this longitudinal case study examines how secondary EFL learners exercise agency, engage, and develop autonomy within digitally mediated data-driven learning (DDL). It began with a 16-month compilation of a local learner corpus, followed by 7 months of four pedagogical phases—paper-based, hands-on, customized, and self-directed—progressing from teacher-guided instruction to autonomous engagement. Multimodal data reveal that learner autonomy in DDL goes beyond technical mastery of corpus tools; it unfolds as a socially, emotionally, and contextually mediated process shaped by identity, affect, and strategic growth. Suho, the Planner, progressed through structured, scaffolded support, while Jimin, the Seeker, exercised exploratory agency through multimodal engagement aligned with personal interests. Theoretically, the study extends SCT by demonstrating reciprocal mediation in digital learning environments and highlighting the interdependence between agency, identity, and affect. Pedagogically, findings underscore the central role of teacher expertise—particularly adaptive technological, pedagogical, and content knowledge—in making DDL accessible and sustaining learner engagement. Methodologically, the study highlights the value of longitudinal, multimodal, and ecologically situated approaches for capturing the process of agency, engagement, and autonomy.