Social and Institutional Factors Affecting Language Learning Activities

This article aims to contribute an understanding of how social and institutional factors affect the language learning environments university students studying less-commonly taught languages (Turner, 1958), at beginner level by distance online. The empirical material is drawn from longitudinal case studies who enrolled in beginner-level courses LCTLs a regional Swedish early 2010s. study supports previous research illustrating importance sociocultural activities. Furthermore, adds showing that for online context provides affordances simply may not exist campus settings makes accessible people whom it would otherwise be, important contribution linguistic diversity. novel finding this direct clearly articulated effect different policies frameworks on individuals’ choices how, when where study, which suggests need examine further ways government supranational entities shape decisions made adult learners.