Language learners at all stages can be affected by fluctuating motivation. This can reduce students’ ability to focus effectively on their studies and potentially cause a cycle of frustration and disengagement detrimental to the learning process. This paper proposes that one approach to breaking such a cycle is the pursuit of cross-stage student research and explores to what extent such research may bring direct and indirect benefits to all concerned. At the centre of this discussion is a final-year dissertation on the impact of Flow Theory (Csíkszentmihalyi, 1975, 1990) on language-learner motivation, conducted with the participation of first- and second-year students. Examples of other potential cross-stage research projects will also be provided.