This study illustrates how Exploratory Practice (EP) prompts teachers and learners to collaborate in gaining mutual understandings about the quality of life in the language classrooms. Participant observations and learner interviews were conducted in two undergraduate English courses in Southern Taiwan University of Science and Technology. Learner reflective dairies, post-class learner reflective writings and teaching journals were also gathered in an attempt to understand how motivation is co-constructed by teachers and learners in class. Results of the study reveal that EP plays a crucial role in the circulation of a positive classroom motivation cycle through ongoing teacher-pupil communication and teacher reflection. EP urges effective communication in the classroom and this consequently fills the gap of the motivation cycle and prevents misunderstandings between teachers and learners. Research findings suggest that the adoption of EP can be beneficial to teacher motivation as well as learner motivation through participants' understandings about classroom life.