Explaining successful language learning in difficult circumstances

This paper considers the special challenges facing learners of English in developing country contexts, and asks why a few individuals succeed in achieving competence in English where the majority more understandably fail. While research theory has shed light on individual learner differences such as aptitude, motivation and learning strategies, there has been very little empirical investigation of whether these factors can explain L2 achievement in environments where exposure to and use of the L2 are severely limited. At the same time, while it is now recognised that classroom behaviour must be understood in its social and cultural context, there has been less interest in how context shapes and constrains outof-classroom learning behaviour, arguably more important where formal educational provision is wanting. This article reports on a small-scale exploratory study into the attitudes, learning behaviour and L2 achievement of 16 students in provincial Indonesia. Analysis of interview data shows that formal and informal learning opportunities are indeed scarce, frustrating the majority of English learners. The few individuals who have overcome these difficulties demonstrate a personal investment in learning, and the autonomy and resourcefulness to pursue their goals independently.