The Influence of Learning Identity Dynamics on the Learning Process in the Foreign Language Lesson

The research in the field of Foreign Language Learning highlights the profound impact of “Learning Identity” dynamics on the learning process in the Foreign Language Lesson (FLL). “Learning identity” is a conceptual artifact that enables reflection on the learning preferences, different learning requirements and needs that can affect the learning process in many ways. It encompasses a spectrum of factors, including learning type, learning style, learning strategies, age, interests and motivation, which collectively play a pivotal role in shaping the language learning process and influencing learners’ outcomes.

Understanding how various facets of learning identity intersect with pedagogical approaches is essential for optimizing language learning outcomes. By recognizing and understanding the multifaceted nature of Learning Identity, educators can implement effective teaching strategies that optimize linguistic competence development.

Acknowledging and accommodating the diverse identities of learners is paramount for educators aiming to create inclusive learning environments tailored to individual learner needs and preferences. The study emphasizes the importance of adopting effective pedagogical strategies that align with learners’ identities to foster engagement, motivation and language acquisition. Embracing diversity, fostering motivation and providing personalized learning experiences are key principles for promoting successful language acquisition and empowering learners to achieve proficiency in the target language.