Teenagers Learning Languages Out of School: What, Why and How Do They Learn? How Can School Help Them?

Bailly, Sophie

doi:10.1057/9780230306790_10

Cited by 28 publications

(21 citation statements)

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“…This study found that most of the middle school EFL learners in the study did take the initiative to engage in various out‐of‐class learning activities, but the nature of their out‐of‐class learning varied. Being able to exert agency to construct one's out‐of‐class learning experiences does not necessarily mean that these experiences are beneficial (Bailly, ; Doyle & Parrish, ; Pearson, ). Thus, it is important to develop and enhance EFL learners' ability to construct quality language learning experiences (Bailly, ).…”

Section: Discussionmentioning

confidence: 99%

“…Being able to exert agency to construct one's out‐of‐class learning experiences does not necessarily mean that these experiences are beneficial (Bailly, ; Doyle & Parrish, ; Pearson, ). Thus, it is important to develop and enhance EFL learners' ability to construct quality language learning experiences (Bailly, ). Quite a number of students in this study mainly resorted to learning materials with a high level of formality and relied heavily on instructional materials in out‐of‐class settings, and by so doing moved the locus of control away from themselves (Benson, ).…”

Section: Discussionmentioning

confidence: 99%

“…Thus, understanding what quality out‐of‐class learning experience entails is vital. Unfortunately, despite the accumulated accounts of learners' out‐of‐class learning experiences, the current field is limited in its understanding of the characteristics of quality out‐of‐class learning (Arbelaiz & Gorospe, ; Bailly, ; Barron, ). The present study aimed to advance our understanding by examining the characteristics of out‐of‐class English learning activities that are associated with good learning outcomes.…”

Section: Research Backgroundmentioning

confidence: 99%

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Understanding the Quality of Out-of-Class English Learning

Lai

Zhu

Gong

2014

TESOL Q

176

107

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Out‐of‐class learning constitutes an important context for human development, and active engagement in out‐of‐class activities is associated with successful language development. However, not all out‐of‐class experiences are equally beneficial to learning, and it is of paramount importance to understand what quality out‐of‐class English language learning entails. This study surveyed 82 middle school EFL students on their out‐of‐class English language learning in order to identify the characteristics of the experiences that are associated with good learning outcomes. The study found that out‐of‐class learning composed of diversified constituents that met the varied needs in language learning and complemented in‐class learning by striking a balance between focus on meaning and focus on form were positively associated with good English grades, English language learning efficacy, and enjoyment. It also found that parents and teachers were significant sources of influence on the quality of students' out‐of‐class learning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Research Backgroundmentioning

confidence: 99%

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Understanding the Quality of Out-of-Class English Learning

Lai

Zhu

Gong

2014

TESOL Q

176

107

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“…Finally, they sorted these codes into five themes: affective, resource, capacity, technology, and social. While constructing the themes, the existing literature was used to name the themes (Bailly, 2011;Dörnyei, 2001;Lai et al, 2016). Later, two experts in the field coded 25% of the data to enhance the dependability and conformability of the study (Miles et al, 2014).…”

Section: Data Collection and Analysismentioning

confidence: 99%

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2020

ije

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In what can only be described as an "annus horribilis" it is a pleasure to be able to write that the IAFOR Journal of Education has continued to grow and bring articles to you from around the globe. This issue, the first of our Studies in Education issues, completes our four issues for 2020. The issue's editorial team have worked hard to bring this issue to publication despite the continuing worries in the world. Many thanks go to the Editor, Tony Yeigh, and his Associate Editors, William Frick and Anemona Peres. We also thank those reviewers who find time to go above and beyond. Reflecting on the overarching theme of our journal, education, I immediately thought of one of my favourite quotations: We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time. (T. S. Eliot, Little Gidding, 1942) Through education, we undoubtedly grow and change, but there is also that aspect of it that assists us to know ourselves and our world better, bringing us back to where we started, but with greater insights. I realised that, if I include my own school years, I have now been in education for over six decades: and I am still learning and changing and returning to things I thought I knew and finding different perspectives. Our authors over the four issues this year have written from a range of viewpoints and we can learn from all of them. They have represented 20 countries from most regions of the world, providing local perspectives on global themes. As so many of us have been removed this year from travel, I am pleased that we have windows into global education concerns. 2020 has been shadowed by COVID-19 and its dreadful effects on countries around the world. It has also had its effect on education and I take this opportunity to promote our special issue for 2021 which is dedicated to the educational responses to the pandemic. Please read our website and the blog for more information about this issue. As we approach what will undoubtedly be a very different Christmas season, my thanks to the authors, the editors, the associate editors, the publications manager, Nick Potts, and to all the reviewers for bringing not only this issue, but all the issues of 2020, to you the readers. Season's Greetings to you all and best wishes for a brighter 2021.

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“…The tools they value and use most often are language learning technologies (e.g., online dictionaries, web-based translators) and audiovisual resources (e.g., music, online videos) (Steel & Levy, 2013;Toffoli & Sockett, 2010;Trinder, 2016). They select resources that are relaxing and related to their personal interests, which could be used flexibly (Bailly, 2011;Jones, 2015;Lai, 2015b). Their interaction with the resources often takes place incidentally during small, emergent periods of time or while they are multitasking (Cabot, 2014;Jones, 2015;Rosell-Aguilar, 2013), and they focus predominantly on getting the gist rather than studying the language forms in detail (Olmedo, 2015;Sockett & Toffoli, 2012).…”

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confidence: 99%

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

Lai

2019

Ann Rev Appl Linguist

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This article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

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Teenagers Learning Languages Out of School: What, Why and How Do They Learn? How Can School Help Them?

Cited by 28 publications

References 1 publication

Understanding the Quality of Out-of-Class English Learning

Understanding the Quality of Out-of-Class English Learning

Untitled

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

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