The Impact of Out-of-Class Language Activities on English as a Foreign Language Proficiency of Private University Students - (A Case of Erbil)

Bala, Emine

doi:10.31578/jebs.v6i1.217

Cited by 5 publications

(6 citation statements)

References 26 publications

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“…The study's main findings revealed that students' autonomy and classroom interaction were positively associated and that also supports the existence of autonomy in schools. On the other hand, this study comes in agreement with [15] who made a study about out-of-class language activities and concluded that the most common activities in which English is used are enjoyable activities such as watching movies, videos, and surfing the Internet, and that students' involvement in English language activities outside of the classroom is required a kind of language proficiency. This result is justifiable specifically if it is related to young learners.…”

Section: Resultssupporting

confidence: 86%

Verifying EFL Autonomous Learning by Digital Gaming: Definitions and Concepts

Al-Obaydi¹,

Pikhart

Klímová³

2023

Int. J. Emerg. Technol. Learn.

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Currently, basically everyone is surrounded by digital media and they are used for various human activities, including learning. The aim of this study is to verify how much digital gaming can be used for unintentional language acquisition within the concept of autonomous learning. A few young participants took part in the research in which they were observed how much digital gaming in their free time can influence autonomy in their learning of a foreign language. Several definitions from authoritative sources were chosen and applied in the given context. The final results of the study demonstrate that no real language leaning and no real autonomous learning is found in such an accidental learning environment as digital gaming. It does not provide any stimulation for the participants and these findings could be important for those who are responsible for the design of various digital tools available so that they could make them more stimulating in the area of autonomy as there is a vast potential in it.

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Section: Resultssupporting

confidence: 86%

Verifying EFL Autonomous Learning by Digital Gaming: Definitions and Concepts

Al-Obaydi¹,

Pikhart

Klímová³

2023

Int. J. Emerg. Technol. Learn.

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“…According to academic staff and university administrators, 52 percent of students are not involved in the educational process, while 6.5 percent say students are sufficiently active, according to a KRI study (Atrushi & Woodfield, 2018). Bala (2020) revealed in her research that physics education department students obtained the highest language proficiency mean scores with M=2.33 and also they participate into the activities outside the classroom with M=3.29 more than the students from other departments. The mean scores of the activity participation both in-class and out-class are not satisfactory considering the nature of learning at university level.…”

Section: The Results Of Subscales In Laq Of U1 U2 and U3mentioning

confidence: 99%

The Perceptions and Practices of Learner Autonomy among Undergraduate English as a Foreign Language Students in Private Universities (A Case of Erbil/Iraq)

2022

IJSSES

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Learner autonomy is indisputably one of the most essential concerns in higher education, as it allows students to take charge of their own learning and accomplishing the tasks provided by their lecturers outside the walls. Therefore, this study was initiated to reveal the perceptions and practices of learner autonomy among English as a foreign language undergraduate students in private universities in Erbil. The quantitative research method was utilized through a questionnaire. The research sample consists of 156 undergraduate EFL students from three private universities in Erbil. The collected data were analyzed through SPSS 25 data editor. The results have indicated that even though the students are motivated to learn English, they do not have necessary autonomy level to take responsibility over their learning. This research will shed light on the perceptions and practices of learner autonomy among English as a foreign language undergraduate students in private universities in Erbil, and will guide English language lecturers, curriculum developers, education coordinators and undergraduate foreign language students to implement autonomous learning skills in teaching and learning.

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“…According to Sundqvist (2009), Extramural English interaction is not initiated by the teacher or anyone but the initiative of the students themselves, sometimes they can be influenced by other people, such as friends, educational influencers, or parents. As stated by Bala (2020), Extramural English activity is the involvement of English outside of learning in class or in students' free time, and not as an obligation to do it like homework in general. Some Extramural English activities according to Sundqvist (2009) include television (TV) programs, movies, music videos, or video blogs (vlogs); listening to music; reading blogs, books, magazines, novels or newspapers; surfing social media sites and play digital video/games.…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to Sundqvist and Sylvén (2016), the types of EE activities that foreign language learners might be able to do include watching movies, listening to English music, reading magazines, reading books, etc. A study on the impact of using EE on English proficiency at the private university of Erbil investigated by Bala (2020) found that 87 firstyear students in English language teaching (ELT), biology education, physics education, and mathematics education often set up their mobile devices. In English as their Extramural English activity not in their native language.…”

Section: Introductionmentioning

confidence: 99%

A Survey of an Exposure to Extramural English Activities among EFL Undergraduate Students

Fachriyany,

Murtafi'ah

2024

edulangue

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Apart from learning English in class, EFL students start learning English outside the classroom, known as Extramural English activities. This study aims to determine how often EFL undergraduate students are exposed to Extramural English activities in everyday life. It involved 153 students majoring in English Education at a private university in Indonesia who participated in the study. To garner the data, a questionnaire adapted from Barbee (2013) with a total of 34 items which consisted of three elements of language learning activities beyond the classroom, namely 1) Exposure to verbal sources of English outside the classroom, 2) Exposure to written sources of English outside the classroom, and 3) Exposure to verbal-written sources of English outside the classroom was distributed to the students. The results showed that Extramural English activities that were often carried out by the students were listening to English songs with and without lyrics, reading English content on social media, and ‘sometimes’ watching English TV series or movies with subtitles. Overall, each of these activities was carried out by students with a duration of between 4 to 5 and 5 to 7 hours each week. This research can be useful for language teachers or lecturers to motivate students to start practicing English through Extramural English language activities that students do, and for the English Education department to facilitate students' language proficiency with Extramural English activities outside of the classroom.

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The Impact of Out-of-Class Language Activities on English as a Foreign Language Proficiency of Private University Students - (A Case of Erbil)

Cited by 5 publications

References 26 publications

Verifying EFL Autonomous Learning by Digital Gaming: Definitions and Concepts

Verifying EFL Autonomous Learning by Digital Gaming: Definitions and Concepts

The Perceptions and Practices of Learner Autonomy among Undergraduate English as a Foreign Language Students in Private Universities (A Case of Erbil/Iraq)

A Survey of an Exposure to Extramural English Activities among EFL Undergraduate Students

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