From Milk Cartons to English Roommates: Context and Agency in L2 Learning Beyond the Classroom

Kalaja, Paula; Alanen, Riikka; Palviainen, Åsa; Dufva, Hannele

doi:10.1057/9780230306790_5

Cited by 26 publications

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“…Moreover, the reading purpose has an impact on dictionary behaviour, so that translating and summarizing may generate more queries than reading for global meaning (e.g., Peters, 2007;Tono, 2011). The decision to use reference tools may also depend on the learner's ability to manage his or her own learning (Kalaja & al., 2011).…”

Section: B Dictionary Usementioning

confidence: 99%

Vocabulary Skills and Online Dictionaries: A Study on EFL Learners’ Receptive Vocabulary Knowledge and Success in Searching Electronic Sources for Information

Niitemaa

Pietilä

2018

JLTR

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Abstract-The study reported in this article examined Finnish EFL learners' ability to search for lexical items and information in online dictionaries and on websites. The study was conducted as part of a project investigating upper secondary school students' digital skills in relation to language learning. The motivation behind the study was that in Finland, the high-stakes school-leaving examinations, including foreign language tests, are currently being digitalized. The aim of the study was to uncover the relationship between word recognition skills and the learners' ability to find lexical items and information in a series of online vocabulary tasks when the choice of the digital sources was not controlled. The results showed, for example, that overall word recognition skills and recognition of low-frequency vocabulary correlated positively with success rates in finding individual words in online dictionaries and factually accurate information on webpages, but not with finding appropriate collocations. Moreover, to succeed in 50% of the look-ups required scoring a minimum of 60% in the vocabulary levels test.

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Section: B Dictionary Usementioning

confidence: 99%

Vocabulary Skills and Online Dictionaries: A Study on EFL Learners’ Receptive Vocabulary Knowledge and Success in Searching Electronic Sources for Information

Niitemaa

Pietilä

2018

JLTR

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“…He explains that participation in these spaces exemplified a willingness to learn and enhanced learners' levels of self-confidence, making them more expressive and more assertive than usual. Reporting on learners of English and Swedish in Finland, Kalaja, Alanen, Palviainen, and Dufva (2011) found that these learners utilised their immediate contexts to create learning opportunities beyond the classroom. While learners of English engaged in face to face interactions with speakers of English in Finland, the learners of Swedish made use of one particular resource which was readily available in Finland, that of product packages and labels in Swedish.…”

Section: Research On Autonomous Out-of-class Learningmentioning

confidence: 99%

Female Arab EFL Students Learning Autonomously Beyond the Language Classroom

Kocatepe¹

2017

ELT

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Benson's (2011a; 2011b) identification of out-of-class learning as constituted by contexts, resources, levels of formality and more and less intentional pedagogic outcomes was used as a framework to investigate a group of tertiary level female Emirati EFL students' autonomous out-of-class learning experiences. Data collected via a survey, learner journals and semi-structured interviews indicated that out-of-class use of English and out-of-class language learning played a significant role in the lives of students beyond the classroom. These students utilised naturally occurring material resources, in particular movies, television, the Internet and digital and print texts, with varying levels of pedagogic intentionality, in the privacy of homes and perceived such resources as conducive to facilitating language learning. Students created and utilised self-directed naturalistic learning opportunities more than self-instruction and naturalistic learning. The study found that exercising choice and being intrinsically motivated were integral to autonomous out-of-class learning. Discursive resources were influential in enabling or constraining recognition and utilisation of social resources in creating learning opportunities. The paper ends by giving recommendations to educators for creating effective support for autonomous out-of-class language learning.

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“…For example, attention has been paid to beliefs concerning second language learning. It seems that children's viewpoints that have been appropriated early may influence what they perceive as important in using and learning English (e.g., Aro, 2009Aro, , 2010Aro, , 2012Kalaja et al, 2011;Kalaja & Barcelos, 2012). This has consequences for how they view learning opportunities within and outside the classroom (ibid.).…”

Section: Everyday Life Learning Opportunitiesmentioning

confidence: 99%

“…However, when observed in school situations, however, they rather adapt to the role and practices of the 'traditional' language learner in the classroom (e.g., Aro, 2009;Kalaja et al, 2011;Koivisto, 2013). In a 'traditional' stance in the teaching-learning situation, it is the teacher who sets the 'learnables' (Majlesi & Broth, 2012), which the pupils are expected to learn.…”

Section: Introductionmentioning

confidence: 99%

“…Currently, school-age children whose native language is not English appear to navigate smoothly in virtual environments immersed with the English language (e.g., Kalaja et al, 2011;Kuure, 2011;Lankshear & Knobel, 2012;Koivisto, 2013;Prensky, 2001). However, when observed in school situations, however, they rather adapt to the role and practices of the 'traditional' language learner in the classroom (e.g., Aro, 2009;Kalaja et al, 2011;Koivisto, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Negotiating understandings of language learning with Elli and her parents in their home

Koivistoinen¹

2016

Apples

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From Milk Cartons to English Roommates: Context and Agency in L2 Learning Beyond the Classroom

Cited by 26 publications

References 0 publications

Vocabulary Skills and Online Dictionaries: A Study on EFL Learners’ Receptive Vocabulary Knowledge and Success in Searching Electronic Sources for Information

Vocabulary Skills and Online Dictionaries: A Study on EFL Learners’ Receptive Vocabulary Knowledge and Success in Searching Electronic Sources for Information

Female Arab EFL Students Learning Autonomously Beyond the Language Classroom

Negotiating understandings of language learning with Elli and her parents in their home

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