Language Learning Beyond the Classroom in an Asian Context: Obstacles Encountered

Framed by the notion of Learning Beyond Classroom (LBC), study reported here examines underexplored area learners’ perceived obstacles to LBC and their locus control when autonomously engaging in learning or practicing English beyond classroom. One hundred seventy-three EFL students from a mandatory General programme Taiwanese university participated completing written reflection on autonomous-learning experiences which included details about affordances they made use of, successes struggles, attitudes, motivation. This paper focuses encountered. Findings show that there were broadly eight types participants, with language difficulties, affect motivation most frequently mentioned. Although is no clear-cut pattern associations between participants encountering using, it apparent certain more closely related particular limited uses affordances.