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<p>Despite the importance of spatiality in language learning and teaching environments, empirical research in this line is still lacking. Here, we adopt a spatial ontology perspective to examine how seven English for Specific Purposes (ESP)&#xa0;learners and three teachers perceived and experienced three language learning environments. Set in a higher education institute, we collected qualitative data over several months, using an action research methodology, from ongoing reflective teacher logs, teacher meetings, and semi-structured interviews with the learners and the teachers. The thematic analysis showed a complex network among assemblages, students, teachers, and events in and out of class. We found that the extent to which linguistic and non-linguistic assemblages were available or lacking in each environment influenced the learners’ attitudes, experiences, and perceived motivation and engagement in learning spaces. Moreover, social interactions and discursive features of learning environments determined the learners’ perceptions of learning in each environment. We present a spatial analysis of the resources in each environment and introduce “space-regulation” as crucial in virtual learning spaces. The findings bear significant implications for educators on language learning resources and practices that can contribute to creating learning-conducive environments that meet students’ needs.</p>

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“Space-regulation”: exploring attitudes towards transitions across learning spaces in an ESP programme

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月17日

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  • Sima Mohammadi,
  • Hamed Zandi

摘要

Despite the importance of spatiality in language learning and teaching environments, empirical research in this line is still lacking. Here, we adopt a spatial ontology perspective to examine how seven English for Specific Purposes (ESP) learners and three teachers perceived and experienced three language learning environments. Set in a higher education institute, we collected qualitative data over several months, using an action research methodology, from ongoing reflective teacher logs, teacher meetings, and semi-structured interviews with the learners and the teachers. The thematic analysis showed a complex network among assemblages, students, teachers, and events in and out of class. We found that the extent to which linguistic and non-linguistic assemblages were available or lacking in each environment influenced the learners’ attitudes, experiences, and perceived motivation and engagement in learning spaces. Moreover, social interactions and discursive features of learning environments determined the learners’ perceptions of learning in each environment. We present a spatial analysis of the resources in each environment and introduce “space-regulation” as crucial in virtual learning spaces. The findings bear significant implications for educators on language learning resources and practices that can contribute to creating learning-conducive environments that meet students’ needs.