The use of English language outside the classroom (original) (raw)
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The Power of Language Learning Beyond the Classroom to English Mastery of an EFL Learner
Journal of languages and language teaching, 2022
Language learners have come to an era in which studying outside the classroom is well-facilitated by technology development. Along with this advancement, there is a wider chance to learn things outside the classroom, including language. In the Indonesian context, many students have done wider explorations to improve their English exposure through various activities. Each of these activities contributes to students' language skills mastery. Despite its potential benefits to language learning, many language learners assume that these beyond the classroom activities have no significant purpose in language learning. Therefore, this case study research was conducted to explore beyond the classroom activities that can be used as a learning strategy for students to improve their English skills. The subject of the research was an Indonesian student who studied at Macquarie University, Australia. The subject was chosen as the representative of a successful EFL learner as she received a full scholarship for her study. The data of this research was collected through an in-depth interview. The interview was analyzed and categorized based on each language skill. The findings showed that online games, e-books, and movies are some of the prominent learning tools of Language Learning Beyond the Classroom (LLBC). These learning tools are powerful in improving the four English skills by enhancing language exposure and learner's autonomy.
Current Challenges in English Language Learning in Turkish EFL Context
Participatory Educational Research, 2015
The purpose of this study was to investigate the current challenges in English language learning and teaching in Turkey from high and low achievers' perspective. The study was qualitative in nature and the participants of the study were twenty-two students attending at various departments of a state university in Turkey. In this study, the question of "what were the challenges that you had while learning English?" was asked to each participant and their responses were classified in terms of overall ideas, language skills, method, approach, practice, linguistic differences in two languages, personal differences, teacher, material, family and environment. The results of the study suggest that the objectives of English course should be realistic and be considered as a whole from primary education to higher education. Teaching and improving four language skills are supposed to be the focus of attention rather than grammar-centred language teaching. English courses should be designed as practice-based rather than theory-based. In addition, foreign language teachers should take into consideration the individual differences, learner characteristics and plan the activities in this regard. Foreign language teachers should take inservice training and update their professionalism from time to time. Finally, the materials such as course books, videos, and internet web sites should be chosen carefully according to the students' interest, level and needs.
Armenian’s English Teachers’ Perceptions of Online Informal learning of English (OILE)
American University Of Armenia, 2020
Generally, non-native speakers of English are engaged in many different online language learning activities that come under the umbrella of Online Informal Learning of English (OILE). This replica study is investigating the phenomenon of OILE in Armenia. Taking a sample of 171 teenage students, it firstly investigates the familiarity of the Armenian student participants with the English speaking online activities. Secondly and more importantly, this study presents seven Armenian English teachers’ cognitions concerning the target phenomenon; OILE. The attained data presented good insights into the teachers’ perceptions and familiarity of the OILE activities amongst their students, their understanding of the effects of these practices on their students’ English development, and their own manifestation and use of these practices in their classes. It can be implied form the presented results in this paper that teachers are mostly aware of the types of language that their learners may be exposed to. There is much work to be done to make the integration of students’ OILE practices into classroom teaching and activities more efficient and productive. In the conclusion pedagogical implications are suggested as to enhance the current teaching practices of the teacher participants. Keywords: informal language learning; online language learning; teacher perceptions
English language use among efl learners in sunway university college
Sunway Academic Journal, 2005
This paper presents the results of an investigation into patterns of English language use among English as Foreign Language (EFL) learners at Sunway University College, Malaysia. A sample of 47 respondents participated in this survey. Data collection ...
An Investigation of Out-of-Class Language Activities of Tertiary-Level EFL Learners
Education reform journal, 2018
The area of language teaching and learning is constantly changing due to emerging educational, technological and social trends or innovations all around the world, so there is no universally correct way to learn a language for everyone. That's why it is not possible for a classroom context to address everyone's needs sufficiently during the class hour, so learners must carry on their learning beyond the classroom as well. The present study seeks to explore language activities that EFL learners are engaged outside the class in order to support their language learning process and their attitude towards out-of-class language learning. A total of 109 students who had different proficiency levels and who were studying at the School of Foreign Languages, Pamukkale University participated in the study. Data was collected through a questionnaire. The results of the analysis revealed that learners were mostly engaged in listening and watching activities which were considered as the most helpful activities as well. While no significant differences with respect to gender were found in learners' out-of-class language learning attitudes, the type of language education (compulsory or elective) and language proficiency level were determined to be effective. In conclusion, it can be recommended that out-of-class language activities carried out most frequently and considered most helpful by learners are incorporated into curriculums of language teaching institutions.
Investigating Indonesian EFL Learners' Learning and Acquiring English Vocabulary
Fatahuddin, F; Syawal S; Bin-Tahir SZ, 2017
The process of how EFL learners’ learning and acquiring English vocabulary has become the popular issue since English has considered as an International language in Indonesian schools. In this study, the researchers focused on verifying learners’ strategy in enhancing their English vocabulary. This study was quantitative research that employed longitudinal survey. The subject of this study was learners of junior high school in Parepare. The data gained through questioner, which was distributed to 100 students at the junior high school in Parepare. The findings indicated that the EFL learners’ strategy in learning English vocabulary such as doing the assignment, practicing English pronunciation, learning English tenses, practicing English dialogue, English translation exercise, reading English text, memorizing and writing practice. In addition, the Indonesian EFL learners acquired English vocabulary through the dictionary, reading English book, listening to and watching English songs and movies, playing the game, the internet, and reading English advertisement.
2018
This paper reports on the findings of a study conducted among six Armenian university teachers of English, and in particular it aims at examining the teachers‟ awareness of the latest developments related to the body of work on English as a Lingua Franca (ELF), their own exposure to ELF, as well as their opinion about their students‟ exposure to ELF. What is more, in this study, we tried to unveil whether the Armenian university context could be characterized as a multicultural educational setting, also the teachers „attitudes towards English, and finally the role and function of English alongside other foreign languages (FLs) in Armenian university. The paper presents the educational milieu and the level of internationalization of Armenia which sets against background of the study. A questionnaire and online interviews with the teachers were used as main research tools. The findings of the study are believed to shed light upon attitudes towards and beliefs about ELF in a dynamicall...
In the 20th and 21st centuries, English has become an indispensable part of educational curriculum in Iranian schools. Despite all the efforts and investments devoted to cultivate and popularize English among Iranian language learners, the resultant outcome could not live up to the authorities' expectations. Generally speaking, the process of teaching and learning English as a foreign language in Iran is not satisfactory. A great body of research has proved that different factors are involved in this process. The researcher made an attempt to examine all the possibly existing researches which investigated/focused on the problems of teaching/learning English in Iran to elicit these factors and to scrutinize the existing problems. It is also an attempt to highlight what can be done to improve the situation significantly. A classification of these factors was suggested and it was indicated that these factors are highly interrelated.