Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers

Learner engagement has been the focus of a growing amount research in recent years both general educational psychology and field second language acquisition (SLA). However, while contributions on learner classrooms have provided valuable insights, is still only at early stages understanding complexity concept creating strong empirical evidence base. This study intended to contribute our current by investigating learners’ teachers’ perceptions what might prevent motivated (L2) learners from engaging with learning out classrooms. A total 39 teachers were interviewed two countries, England Finland, results indicate variety potential reasons for disengagement, including disengaging classroom tasks activities, challenge learning, as well competing priorities lives. These findings point practical ways ensuring that motivation translates into engagement.