Motivating Language Learners through Collaborative Autonomy and Materials Development

Case Studies from European projects

Abstract

This paper explores how collaborative autonomy and learner involvement in materials development can enhance motivation and creative engagement in language learning. Drawing on case studies from two European projects, CORALL – Coachingoriented Online Resources for the Autonomous Learning of Languages for Specific Purposes (2019-2022) and SEED – Sustainable Entrepreneurship in Education (2022- 2024), the study highlights how integrating learners into the design of their own learning pathways and materials fosters a sense of ownership, self-awareness, and critical reflection, all of which positively influence motivation. The research, conducted in English and Spanish language courses at universities in Hungary and Portugal (N=200), employed classroom observations, reflective student portfolios, and interviews with teaching assistants to investigate the relationship between collaborative materials development and learner motivation. Findings indicate that when students act as cocreators of learning content, they exhibit higher levels of engagement, autonomy, and creative thinking, shifting from passive recipients to active agents in the learning process. This paper offers practical recommendations for fostering collaborative autonomy through materials design, with strategies to support creative expression, peer collaboration, and reflective learning in university language classrooms. The paper also provides adaptable suggestions for applying these principles to other educational contexts, encouraging educators to embed collaborative materials development into diverse learning environments to sustain learner motivation, autonomy, and creative engagement.