Innovating language motivation research: the localized possibilities of practitioner research

This paper discusses the potential of practitioner research (PR) in furthering understandings of motivation in additional language (L+) learning. Although there has been extensive research exploring this phenomenon, much of it relies on large-scale, quantitative approaches, often overlooking the contextual and pedagogical nuances of L+ motivation. After introducing PR and two approaches–action research and exploratory practice–the authors argue that PR can provide innovative, context-sensitive means to uncovering the lived experiences of L+ motivation. The paper draws on a range of exemplar studies of PR to highlight its utility in addressing key challenges in motivation research, such as its abstract, multidimensional, and dynamic nature. By embedding research within teaching practice, PR makes motivation observable, highlights its multidimensionality through context-specific studies, and captures its dynamic evolution over time. It also promotes ethical and socially responsive research by engaging learners and teachers as co-researchers and prioritising classroom relevance. Positioned at the intersection of research and pedagogy, PR has the potential to enrich the experiences of all those involved in L+ learning–learners, teachers, and researchers–whilst promoting impactful and sustainable pedagogical practices.