Enhancing student quality of life in language classrooms via Joint Exploratory Practice

Abstract

Although previous studies have used Exploratory Practice (EP) as a sustainable way for language learners and teachers to increase their understanding of classroom life, very few have applied EP principles to explore the processes and outcomes of shared EP experiences in collaboration with those outside of their immediate educational institutions—that is, as a joint group of practitioners. In order to investigate the feasibility and effectiveness of Joint Exploratory Practice (JEP) with students enrolled in EAP courses in Japan, the authors and their students at two separate institutions collaborated in the same EP activities for a whole semester. According to the findings, (a) the JEP allowed students to reflect on their current and future lives, both professionally and personally; (b) it illuminated both self-discovery and discoveries concerning their peers; and (c) it promoted effective collaboration among students, both within their university and outside of it. The article concludes with empirical implications and practical recommendations based on the current effort. We suggest that teachers make an effort to combine theory and practice in order to incorporate JEP in their own courses, the results of which include the promotion of self-reflection and self-awareness, metacognition, and improved quality of life for their students.