Dominique Vola Ambinintsoa, Kanda University of International Studies
Abstract
In this paper, I share my key takeaways from the 14th LAb session organized by the Research Institute for Learner Autonomy Education (RILAE), where I serve as a member. Held virtually on July 3rd, 2025, the session explored motivation and language learning beyond the classroom. Given my strong conviction about the significance of learning beyond the classroom (LBC), I found the presentations exceptionally valuable. The event successfully blended empirical research with practical teaching approaches. This dual focus on theory and application made the session particularly impactful.
Keywords: motivation, learning beyond the classroom (LBC), theory, practices
Language learners need to learn beyond the classroom in order to succeed. Given the constraints of limited classroom time and inflexible curricula, learning beyond the classroom (LBC) is a must for effective language learning (Richards, 2015), and arguably, most learning happens outside the classroom (Ambinintsoa et al., 2022; Benson, 2017). However, the transition from structured classroom learning to independent LBC activities presents a significant challenge: sustaining motivation. As noted by Dörnyei (1998), “Without sufficient motivation, even the brightest learners are unlikely to persist long enough to attain any real useful language” (p. 117). Also, another important factor for learning to be successful is the learning environment (Reeve, 2022). For language teachers, the challenge is to create a learning environment that cultivates motivation that enables learners to engage in LBC.
With my strong interest in motivation and LBC, it was a pleasure for me to co-organize the 14th LAb session of the Research Institute for Learner Autonomy Education (RILAE) on the theme of motivation and language learning beyond the classroom, which was held on July 3, 2025. LAb sessions are biannual online events designed to promote worldwide sharing of research findings and effective practices in fostering learner autonomy within language education (Research Institute for Learner Autonomy Education, n.d.). The 14th LAb session included two featured presentations and 13 short presentations. From the presentations, I have gained more knowledge about theoretical underpinnings of motivation in LBC as well as practical ways for fostering LBC motivation, and that is what I would like to share in this paper. My aim is not to summarize each presentation but to synthesize key theoretical concepts and practical takeaways from the event while attributing ideas to their respective presenters.
Theoretical Underpinnings of Motivation in LBC
To research motivation in LBC, robust frameworks that explain why and how students engage with their language learning are needed. In the LAb presentations, several key theoretical frameworks that offer insights that are crucial for understanding and influencing motivation in LBC were discussed: self-determination theory, self-regulation of motivation, self-regulated learning, the L2 motivational self-system, and sociocultural theory.
The first featured speaker, Ali Dincer as well as three other speakers, Mariana Hidalgo, Jo Mynard, and Ha Thi Phuong Pham talked about the relevance of self-determination theory (SDT) when researching motivation. SDT is a psychological framework that explains human motivation and personality development; the framework posits that motivation exists on a continuum from controlled (externally driven) to autonomous (internally driven), and that motivation is strongest when three basic psychological needs are met: autonomy (feeling in control of one’s actions), competence (feeling capable and effective), and relatedness (feeling connected to others) (Ryan & Deci, 2017). Ali Dincer emphasized the importance of teacher motivating styles in supporting students’ basic psychological needs. If teachers are autonomy-supportive (as opposed to controlling), that is, they listen to their students, provide opportunities, encourage, respond to questions, and acknowledge student perspectives, their students are likely to become more motivated and autonomous learners. He also pointed out research gaps related to SDT, motivation, and LBC. He stated that the application of SDT in the out-of-class context is still quite limited, and longitudinal research in that field is scarce. A few presentations later, Jo Mynard discussed two studies including a longitudinal research study based on one of the mini-theories of SDT, cognitive evaluation theory (CET), which seems to indicate that the research gaps mentioned earlier are being filled gradually. CET explains how environmental factors affect people’s intrinsic motivation. In her ongoing research, Jo Mynard and her co-researcher Neil Curry use CET to investigate self-access learners’ intrinsic motivation over a year by looking into environmental factors including ownership, autonomy support, and social connections. Also related to SDT, the concept of motivational orientations was addressed by Hala Yasmine Khaled. Learners’ motivational orientations are the underlying reasons that drive learners’ engagement in learning and significantly influence autonomous learning behaviors (Ryan & Deci, 2017). According to Hala Yasmine Khaled, the concept is particularly useful to examine multilingual learners’ sources of motivation. Slightly connected to motivational orientations, Kae Tsuchiya’s presentation explored how a learner exercised her autonomy and maintained her motivation during a study abroad program, where LBC was inherent to the immersive context.
In addition to SDT, the self-regulation of motivation (SRM) model is another framework to examine language learners’ motivation beyond the classroom, according to Jo Mynard’s presentation. The framework refers to the ability to actively maintain or increase motivation by making tasks more interesting and engaging (Sansone, 2009). The framework posits that learners can be proactively strategic by changing how they approach difficult or boring tasks into more enjoyable or personally meaningful ones to sustain their motivation. The framework can be used in longitudinal research, as Jo Mynard pointed out, but can also be useful for teachers and learning advisors seeking to keep learners motivated beyond the classroom.
Related to the self-regulation of motivation is self-regulated learning (SRL), a framework from which the second featured speaker, Jacqueline Wong, drew her research. SRL is the ability to regulate cognition, emotion, behavior, and motivation; it involves reflection, the use of learning strategies, goal setting, planning, self-monitoring and self-evaluation (Oxford, 2017; Zimmerman & Schunk, 2011). Jacqueline Wong suggested from the findings of her research that to foster SRL and especially to help learners with their goal setting, guided prompts and teacher’s feedback are key. She also emphasized the usefulness of digital tools and the impact of their use in learners’ SRL and motivation.
Another theoretical framework that can be used to research motivation in LBC is Dörnyei’s (2009) L2 motivational self-system. This framework connects motivation to a learner’s vision of their future self, that is, the learner envisions what they would like to become, referred to as “ideal L2 self,” or they need to become or the “ought-to self,” and such a vision serves as a drive for them to take action. Applying this framework, Antonie Alm explored the relationship between learners’ current and ideal L2 selves and their engagement in their self-directed learning beyond the classroom. Specifically, she investigated how two motivated university students integrate Artificial Intelligence (AI) into their self-directed learning considering their current self-conceptions and their ideal L2 selves. Minlin Zou also drew from the framework to explore the connection between L2 pride, ideal L2 self, ought-to self, and “informal digital learning of English” or LBC involving the use of digital resources. She highlighted the significance of L2 pride and its connection with LBC motivation.
The last framework mentioned in the LAb session was Sociocultural Theory (Vygotsky, 1978). This framework emphasizes that learning is a fundamental social process mediated by interactions. Yumiko F. Imanishi used this framework along with SDT for her project-based learning research with senior high school EFL students. Her students worked collaboratively mainly outside the classroom to create videos to be displayed at their school orientation. The total involvement in the project, peer collaboration, and the teacher’s support boosted the students’ motivation. Ha Thi Phuong Pham used scaffolded learning, an approach derived from sociocultural theory, along with SDT in her research aiming to boost learners’ motivation through teacher feedback in a writing class. Scaffolded learning provides temporary support structures that help learners accomplish tasks within their Zone of Proximal Development. As learners develop competence, these supports are gradually withdrawn, which fosters autonomy.
In addition to these frameworks, design thinking was an approach used by Hatice Karaaslan and her co-presenters to boost their students’ motivation beyond the classroom. Design thinking is a human-centered and creative approach to solving problems; the designing process consists of having a thorough understanding of the needs, focusing on solutions, generating ideas before narrowing them down, building prototypes, testing them, then iterating again if needed (Brown, 2008). According to the presenters, the application of design thinking with language learners enhances not only their motivation but also their creativity and autonomy since learners are in charge of the designing process including the choice of materials and the format of the final products.
Practical Ways to Foster LBC Motivation
Drawing from these theoretical foundations and/or from teaching and advising experiences, presenters in the LAb session shared some practical strategies for fostering learners’ motivation in the LBC context. The focus was placed on enhancing autonomy and choice and making the learning experience meaningful and enjoyable.
As stated above, motivation is strongly connected to the three psychological needs, one of which is autonomy, according to SDT. Ali Dincer emphasized that supporting autonomy beyond the classroom involves more than just assigning homework; it is about cultivating lifelong learning mindsets. He shared practical activities that enable students to choose resources (e.g., reading logs for which learners can choose what to read outside class) and to connect their interests and creativity to their learning (e.g., video and audio creation activities, in which students create content outside class based on their interests and proficiency levels). Other presenters such as Yumiko F. Imanishi, Hatice Karaaslan and colleagues also highlighted the importance of creative activities as mentioned above. Creative self-expression (e.g., videos, other materials to display) can enhance intrinsic motivation by making the language a vehicle for personal and authentic communication.
Ali Dincer underscored that these practical activities should be accompanied by reflection and a relatedness component by having students share their work and reflections with the class or in online communities. The importance of reflection was also emphasized by María Eugenia Ianiro whose presentation focuses on fostering metacognitive skills to pre-service teachers. Developing pre-service teachers’ abilities to plan, monitor, and evaluate their own learning is essential not only for their autonomy but also for them to foster the same capacities in their future students.
Autonomy includes a sense of control implying choices. It can be choices of resources as stated above, but in the advising context, it can also involve language choice, as Betsy Lavolette discussed in her presentation. According to her research, giving advisees the option to switch languages enables them to express themselves more fully and can enhance their confidence and autonomy in the long run.
Motivation thrives when activities have clear goals and provide a sense of accomplishment, as these conditions support learners’ needs for competence (Ryan & Deci, 2000). Therefore, assigning long-term projects that require LBC, as shown by Yumiko F. Imanishi, can provide a meaningful and authentic purpose for language use outside of class. Project leadership is also one of the activities that Kevin Knight used to help his students develop their leadership and collaborative skills. The activity consists in having students create a project proposal individually or in groups, then implement it with others. Gamified tasks can also increase motivation by making the learning process more enjoyable and rewarding, as suggested by Sina Takada and Kodiak Atwood in their presentation. They described an app that uses rewards and streaks to encourage learners to complete various language-learning tasks outside the classroom. Apps, AI, and other digital tools are indeed rich resources for LBC activities, as also pointed out by Antonie Alm and Jacqueline Wong in their presentations.
Conclusion
The success of EFL learners is closely tied to their ability to sustain motivation and engage in meaningful LBC. Yet, supporting this motivation presents significant challenges for teachers, particularly in understanding what drives learners outside the classroom and how to bridge in-class and out-of-class learning effectively. Drawing on insights from the 14th LAb session, my aim was to help educators and researchers by identifying theoretical frameworks for researching motivation in out-of-class contexts and drawing practical strategies and activities to foster such motivation.
References
Ambinintsoa, D. V., Rajaonaritiana, H. F., & Rasoanindrina, V. O. (2022). Learning beyond the classroom in an EFL Malagasy setting: Two student teachers’ experiences. The Learner Development Journal, 6, 97–113. https://doi.org/10.37546/JALTSIG.LDJ6-7
Benson, P. (2017). Language learning beyond the classroom: Access all areas. Studies in Self-Access Learning Journal, 8(2), 135–146. https://doi.org/10.37237/080206
Brown, T. (2008). Design thinking. Harvard Business Review, 86(6), 84-92.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135. https://doi.org/10.1017/s026144480001315x
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context, 2nd Edition. Routledge.
Reeve, J. (2022). What it means to ‘take ownership over one’s own learning’ in a self-determination theory analysis. In J. Mynard & S. J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory perspective (pp. 31–44). Multilingual Matters. https://doi.org/10.21832/9781788929059-005
Research Institute for Learner Autonomy Education. (n.d.). LAb sessions. Kanda University of International Studies. Retrieved September 6, 2025, from https://kuis.kandagaigo.ac.jp/rilae/lab-sessions/
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. Relc Journal, 46(1), 5–22. https://doi.org/10.1177/0033688214561621
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806
Sansone, C. (2009). What’s interest got to do with it?: Potential trade-offs in the self-regulation of motivation. In J. P. Forgas, R. F. Baumeister, & D. M. Tice (Eds.), Psychology of self-regulation: Cognitive, affective, and motivational processes (pp. 35–51). Psychology Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). http://doi.org/10.4324/9780203839010.ch1