The use of English language outside the classroom

Abstract

This article presents a study which aimed to explore in what ways Armenian EFL students use their English language knowledge outside the classroom. The study involved 38 EFL learners of different English proficiency levels, ages, and genders. Data were collected using surveys and in-depth interviews. Findings indicate that most of the Armenian EFL learners use English out of the class very often, especially with social media, listening to songs, watching movies and clips, as well as travelling and searching on the Internet. Based on the findings, specific recommendations are offered to bring the students' interests into the classroom.Keywords English, language, EFL, students, learners, outside the classroom, learning, teaching, study Introduction Nowadays, most teenagers are learning English at a fast pace. This is mostly due the advancement of technology and the fact that English is more and more the pop culture of the world. Armenian teenagers are no exceptions. They also follow this stream and use it on a daily basis. Teenagers are very fortunate since they have a variety of avenues to choose from to learn and strengthen their knowledge in English and develop their proficiency. On the one hand, technology tools such as the Ipad, Internet and smart phones, are at their fingertips which gives them the opportunity to use English outside the classroom. On the other hand, if new technologies are not easily accessible, students can watch movies, listen to music, read journals, magazines or books.

Out-of-Class English Language Learning Among Upper-Intermediate Level Students

“…These findings are similar to those of Sargsyan and Kurghinyan (2016), but in contrast to Orhon's (2018) study, Henry (2014) found gender-related outof-class English learning differences among school students in Sweden. Male participants spent more time on such interactive activities as computer games and at the same time improved their vocabulary and oral skills outside the classroom (Henry, 2014, p. 4), while more female than male participants thought they learned English in class more than outside the classroom (Henry, 2014, p. 15).…”

“…A variety of research in Asia has confirmed it (Sargsyan & Kurghinyan, 2016;Tantarangsee et al, 2017;Lee et al, 2011), but in Finland, which is culturally closer to Lithuania, the students improve both receptive and productive skills almost equally frequently outside of their classroom (Moncrief, 2011).…”

“…A lot of recent research has been carried out on out-of-class English language learning in Europe and Asia: in Finland (Moncrief, 2011), Sweden (Henry, 2014), Armenia (Sargsyan & Kurghinyan, 2016), Hong Kong (Hyland, 2004;Chan, 2016), Indonesia (Sulistiyo, 2016), Japan (Doyle & Parish, 2012;Lee et al, 2011), Malaysia (Maros & Noor Sazai, 2016), Taiwan (Guo, 2011), Thailand (Tantarangsee et al, 2017), and Turkey (Orhon, 2018).…”

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

“…In some other researches (Chusanachoti, 2009, Grau, 2009, Maros & Saad, 2016, Sargsyan & Kurghinyan, 2016, Sundqvist, 2009, the scholars obtained more or less similar results, that is, students of various ages in their free time engage in technology-based receptive language activities like watching movies or videos, surfing on the Internet, social media, etc. which are considered as a kind of entertaining activities.…”

“…Grau (2009) discovered the activities outside the classroom in which German students engage in their free time and the obtained data shows that out-of-class English is not incorporated in the language classroom. Furthermore, Sargsyan and Kurghinyan (2016) state that Armenian EFL students employ English outside the classroom mostly via social media, listening to music, watching films, traveling, and surfing on the Internet, respectively.…”