Abstract

The acquisition of a second language (L2) is a multidimensional process that extends far beyond grammar instruction and vocabulary memorization. This research paper critically examines the central role of the learner’s perspective in second language acquisition (SLA), emphasizing how personal, social, psychological, and cultural dimensions shape language learning outcomes. Traditional SLA theories have largely prioritized external input, pedagogical strategies, and structural features of the target language. However, recent scholarship highlights that learners’ internal perceptions—such as their motivation, identity, beliefs, attitudes, and emotional experiences—are equally vital in determining the effectiveness and depth of language acquisition. The paper explores how learners construct meaning through interaction with their sociocultural environment and how their sense of agency, self-efficacy, and identity negotiation impact their engagement and success. Through a synthesis of theoretical frameworks and recent empirical studies, this paper advocates for a more learner-centered approach in SLA research and practice. The findings reinforce the argument that understanding the learner’s viewpoint is not only complementary to instructional design but foundational to building effective, inclusive, and transformative language learning experiences.