This article explores how Norwegian teenagers experienced the development of spoken fluency of English as a second language (L2) through varied and sensuous learning in an outdoor environment. The article is based on six semi-structured group interviews with 23 year-8 students (13-14 years old) in a lower secondary school in Norway. The interviews were analysed qualitatively using thematic analysis, and the results indicate that the students found their English fluency to be improved and that the outdoors environment increased their confidence and intrinsic motivation for developing their spoken English skills. The results are interpreted as a consequence of new and varied affordances in an outdoor environment. Students reported increased willingness to communicate in the target language due to increased confidence, real-life language use, and interesting ways of learning.

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The recent and still ongoing COVID-19 pandemic has highlighted the vulnerability of an education system built around in-door teaching. Worldwide, schools closed down to reduce the spread of the virus and where it was possible students and teachers were forced to switch to Emergency Remote Teaching (ERT), described as "a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances" (Hodges, Moore, Lockee, Trust, & Bond, 2020).