Accounting for Individual Trajectories in L2 Learning: A One‑Year Pilot Case Study with Adult Professionals

Abstract

This paper seeks to explore the links between individual trajectories followed over time by adult professionals and the way these trajectories shape their L2 learning routes. Embracing the theoretical framework of Individual Differences and complex dynamic systems, we sought to study these links via an appraisal of the contribution of non‑classroom integrated telecollaboration as an opportunity for L2 learning which embraces the inherent variability of individual learning pathways. A case study approach was adopted given the size of our sample (10 adult learners from Cnam Paris; 10 students from Cardiff University), the qualitative nature of the collected data, and the reliability of individual longitudinal case studies in determining factors structuring L2 learning. A three-phase protocol (introductory tutorial, telecollaboration sessions, final feedback) was designed for this one‑year project. Data gathered from the semi-structured interviews of the two most successful French participants were analyzed and cross-checked with data from reflective logbooks and feedback reports focusing on factors shaping L2 development over time and perceptions of learning benefits. Our findings further confirm the intrinsic relationship between individual trajectories and language learning, thus calling for the necessity of learner-centeredness in the design process of (time‑limited) institutional L2 courses particularly for adult professionals.