36.3899, Diss: English; Applied Linguistics: Moncef Bendebiche: "An Ecological Perspective on Language Learning beyond the Classroom in a Challenging Environment: A Study of Learners’ Experiences, Beliefs and Autonomy."

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LINGUIST List: Vol-36-3899. Thu Dec 18 2025. ISSN: 1069 - 4875.

Subject: 36.3899, Diss: English; Applied Linguistics: Moncef Bendebiche: "An Ecological Perspective on Language Learning beyond the Classroom in a  Challenging Environment: A Study of Learners’ Experiences, Beliefs and Autonomy."

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Date: 17-Dec-2025
From: Moncef Bendebiche [Moncef.bendebiche at gmail.com]
Subject: An Ecological Perspective on Language Learning beyond the Classroom in a  Challenging Environment: A Study of Learners’ Experiences, Beliefs and Autonomy.

Institution: Canterbury Christ Church University
Degree Date: 2022

Dissertation Title: An Ecological Perspective on Language Learning
beyond the Classroom in a  Challenging Environment: A Study of
Learners’ Experiences, Beliefs and Autonomy.

Dissertation URL:
https://repository.canterbury.ac.uk/download/50117a16e3138551358f5a3a1cdb018205f144c1fb0b734098e24d599c133ed8/1442749/Moncef%20BENDEBICHE%20Language%20Learning%20Beyond%20the%20Classroom%20final%20corrected%20thesis.pdf

Linguistic Field(s): Applied Linguistics

Subject Language(s): English (eng)

Dissertation Director(s): Kevin Balchin

Dissertation Abstract:

This research explores the complexity of experiences of learning
English beyond the classroom in a challenging Algerian setting.
Language learning has two dimensions, inside the classroom and beyond
the classroom. Studies on language learning beyond the classroom are
relatively scarce, in part because this dimension is to some extent
hidden (Benson, 2011a). Furthermore, in the Algerian setting, studies
about language learning and aspects such as autonomy are mostly
classroom-based and dependent on teachers’ perspectives. This calls
for more LBC studies, which are contextually appropriate and primarily
based on the learners’ personal understandings of their learning
experiences. This will provide insights that can contribute to
triggering change that is fit for the learners, their circumstances
and their needs.
Adopting an ecological and person-in-context view, this study taps
into the learning beyond the classroom (LBC) experiences of six
Algerian learners in a challenging environment. It aims to explore the
relationship between the learners and the environment. More
specifically, it explores the influence of this environment on the
nature of the learners’ experience, their perceptions of learning
affordances and their exercise of autonomy beyond the classroom
through different activities. The study utilises a qualitative study
design that draws from narrative inquiry to elicit learner
perspectives on the LBC experience. It is based on language learning
histories (LLHs) written by the participants in the study, which were
followed by a set of semi-structured interviews customised for each
participant based on their LLHs. Data collection was concluded with a
focus group which discussed the shared and contested views on LBC
experiences in their environment. The findings suggest that the
experiences of learning English beyond the classroom were
characterised by persistence and creativity. The environment presented
several challenges (e.g., the community’s negative attitude to foreign
language use, and the low status of English) and few opportunities for
English language learning or practice. Despite this, the participants
managed to find or create learning opportunities based on their
interests and goals. The findings showed that the participants carry a
set of language learner beliefs (e.g., the value of having a strong
connection with the language) and motivations (e.g., motivation for
improvement of local English learning situation) that reflect a
synergy between the environment’s influence and the learner’s agency.
These beliefs and motivations aided the learners in the perception of
learning affordances, which in turn allowed the participants to bypass
the challenges of the environment and interact with LBC resources that
fit with these beliefs and goals. The findings revealed a dynamic
exercise of autonomy, unique to the learners in their environment and
seen in different forms throughout the narratives. The dynamic aspect
is drawn from the fact that the participants willingly give up control
and change from self to other-directed learning to satisfy needs. The
study has implications over three levels: theoretical, methodological
and pedagogic implications. Concerning theory, the implications are
for local researchers and researchers in similar settings to view
challenging learning circumstances positively with consideration of
how learners learn despite the difficulties. Additionally, the
research calls for the use of the ecological perspective to view LBC
experiences holistically and with reference to the relationship
between the environment and the learner, reflecting aspects such as
learner beliefs, motivations and autonomy.
The study also has implications for methodology. They include the
empowerment and prioritization of learners’ perspectives, the need for
awareness of the pitfalls of conducting research in settings familiar
to the researcher, and a demonstration of how to manage research
limited by time or circumstances.
In terms of pedagogic implications, the study demonstrates different
activities learners in challenging environments can use. It also shows
how LLHs are a strong tool through which learners can reflect on their
learning experiences.

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