Agencia y creencias en el aprendizaje de ELE desde la propuesta de los sistemas dinámicos complejos

In this article, I attempt to consider to what extent agency and beliefs in foreign language learning can be viewed as situated constructs explained from the perspective of complex dynamic systems. Considering longitudinal data from a single case study, we expect to gain insight into the characteristics of a single student´s agentic behavior manifestation through which the student attemps to achieve her learning objectives. Learning journals gathered through a two-year period allow us to observe the interaction between agency and other individual differences such as motivation, self-regulation, beliefs and identity. To research from the approach of the dynamic complex systems paradigm offers an interactional perspective that reflects in a more realistic manner the way in which the world works. The article concludes that situated actions, resources, and decisions determine the emergency of the basic tenants of agency as well as its related beliefs.