Exploring the effects of target-language extramural activities on students’ written production

Kaatari, Henrik; Larsson, Tove; Wang, Ying; Acikara-Eickhoff, Seda; Sundqvist, Pia

doi:10.1016/j.jslw.2023.101062

Cited by 3 publications

(2 citation statements)

References 42 publications

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“…The importance of exposure to the target language to L2 development is unchallenged. Although formal exposure to English in traditional classrooms remains central to L2 development (Kaatari et al, 2023), it is assumed that relying solely on in-school education will not be sufficient to develop L2 proficiency; thus, L2 learners should be exposed to English outside the classroom walls (De Wilde et al, 2020). Given the fact that L2 learners are increasingly engaged in a large array of activities outside the classroom from an early age onwards (De Wilde & Eyckmans, 2017), the past few years have seen a surge in interest in the effects on word learning of the various leisure activities that students do outside school environments.…”

Section: Extramural Englishmentioning

confidence: 99%

“…Generally, a large body of studies has suggested a positive association between engagement in extracurricular activities and the L2 vocabulary learning of learners from various contexts (e.g., De Wilde & Eyckmans, 2017;Laufer & Vaisman, 2023;Lee, 2019;Rød & Calafato, 2023;Sundqvist & Wikström, 2015). However, the results of these studies regarding the influence of distinct kinds of extramural English activities on learners' vocabulary size have been somewhat inconsistent and contradictory (Kaatari et al, 2023). Some studies have observed a positive association between viewing non-subtitled TV programs and learners' vocabulary knowledge (Peters, 2018;Tam & Reynolds, 2022), whereas others have detected a stronger correlation between online reading and vocabulary size (Laufer & Vaisman, 2023).…”

Section: Vocabulary Growth Through Extramural Englishmentioning

confidence: 99%

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Productive Word Knowledge Development and Its Relation to Informal Contact with English through Various Leisure Activities

Alshumrani

2024

IJEL

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Much of the previous research that has provided evidence for the relationship between engagement in out-of-class activities and vocabulary outcomes has focused on receptive word gains. However, little research has attempted to explore this relationship with productive word knowledge. Additionally, the contribution of various gaming genres to the relationship is particularly underexplored. The present mixed-method study fills these lacunas by employing a productive vocabulary levels test, a questionnaire, and semi-structured interviews to explore the relationship between 35 different leisure activities that English as a foreign language (EFL) learners engage in outside the classroom and their productive vocabulary growth. The study’s findings revealed that although learners frequently engaged in different activities, they spent most of their free time gaming, which contributed the most to productive word knowledge learning. Regression analysis showed that two gaming genres, massively multiplayer online role-playing games (MMORPGs) and first-person shooters, significantly predicted productive knowledge of words. Qualitative analysis demonstrated that, in general, the participants had a positive perception of informal engagement with English activities outside formal learning contexts.

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Section: Extramural Englishmentioning

confidence: 99%

Section: Vocabulary Growth Through Extramural Englishmentioning

confidence: 99%

Productive Word Knowledge Development and Its Relation to Informal Contact with English through Various Leisure Activities

Alshumrani

2024

IJEL

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EFL Adolescents' Use of English in the Era of New Digital Media: An Empirical Investigation

Davydova

2024

Int J App Linguistics

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The study reported here sets out to investigate to what extent Generation Z EFL speakers employ English in their linguistic practices on digital media platforms and how these compare to the patterns of English use on other social occasions. To that end, 630 adolescents (aged 14 to 18) from five grammar schools were targeted in the Austrian province of Vorarlberg. Results of a 27‐item survey pinpoint young individuals’ habitual reliance on English for (i) socializing on Facebook, Twitter, and similar platforms; (ii) consuming content on YouTube and TikTok; and (iii) watching series on various streaming platforms. Simultaneously, English is also revealed as an important linguistic variant underpinning their daily communicative practices, notably interactions with peers. The multiple linear regression analysis pinpoints statistically significant associations between learners’ habits of digital media use and their in‐group conversational practices. This is interpreted as a sign indicating the emergence of ESL‐like qualities in a traditional EFL setting. It is argued that consuming and engaging with digital media products through English may be affecting the psycholinguistic modus operandus of a noticeable cohort of young EFL speakers, who become increasingly bilingual as a result of those practices. Consequently, it is this adjusted psycholinguistic state (from predominantly monolingual to increasingly bilingual) that motivates the addition of English to the sociolinguistic repertoire of conversational practices.

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Introducing the Swedish Learner English Corpus: a corpus that enables investigations of the impact of extramural activities on L2 writing

Kaatari,

Wang,

Larsson

2024

Corpora

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This paper introduces the Swedish Learner English Corpus (slec), which consists of argumentative texts in English that are written by Swedish junior and senior high school students. slec includes rich metadata, enabling empirical studies of various extra-linguistic variables. Most noteworthy is the inclusion of detailed information on students’ extramural English activities (ee), such as reading, watching, conversing, gaming and engaging in social media in English. In addition, a sub-set of texts from slec have been assessed for proficiency using the Common European Framework of Reference for Languages (cefr). This paper provides an overview of the corpus compilation process, the metadata, and the available versions of slec. Researchers, teachers and students can access this resource to investigate various aspects of second language use and development, such as the impact of extramural language activities on linguistic complexity.

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Exploring the effects of target-language extramural activities on students’ written production

Cited by 3 publications

References 42 publications

Productive Word Knowledge Development and Its Relation to Informal Contact with English through Various Leisure Activities

Productive Word Knowledge Development and Its Relation to Informal Contact with English through Various Leisure Activities

EFL Adolescents' Use of English in the Era of New Digital Media: An Empirical Investigation

Introducing the Swedish Learner English Corpus: a corpus that enables investigations of the impact of extramural activities on L2 writing

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