The problem of student agency in foreign language learning for economics majors

Abstract

This article explores the critical role of student agency in foreign language learning for economics majors, highlighting its impact on learner autonomy and motivation. A survey conducted among economics students from their first to fourth years of study reveals significant engagement with digital language learning tools and language exchange platforms, though a reluctance towards reading in English persists. The findings underscore the importance of integrating interactive language applications and multimedia resources into the curriculum to enhance language proficiency and meet the demands of the globalized job market. The study concludes by suggesting pedagogical strategies to foster student agency and proposes avenues for future research to address existing challenges and further optimize language learning outcomes for economics majors.