Part IV. Equity, Digital Capital, and Information Infrastructures of Agency
This chapter explores the post-digital Learner Agency (PLА) framework within the context of English language education, highlighting its relevance in addressing disparities between privileged and underprivileged learners in hybrid, algorithmically mediated environments. Grounded in social cognitive theory (Bandura, 1986), sociocultural perspectives (Vygotsky, 1978), and post-digital philosophy (Jandrić et al., 2018), PLА extends traditional notions of learner agency by incorporating relational, spatial, collective, and shared dimensions. By integrating concepts such as relational agency (Edwards, 2005, 2010) and algorithmic literacy (Williamson, 2017), PLА could potentially offer a transformative approach to navigate inequities in English language education and high-stakes assessments like IELTS and TOEFL, which often perpetuate systemic biases (Shohamy, 2001; Spolsky, 1995).
Chan, J., Hao, P., & Ieong, J. (2026). Bridging Inequities in English Language Education: Post-digital Learner Agency and Digital Capital in Rural Chinese Context. In J. Code (Ed.), Postdigital Learner Agency. Springer Nature Switzerland.
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Postdigital Learner AgencyEdited by Dr. Jillianne Code
Springer Nature Switzerland
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