An Investigation of Out-Of-Class Language Activities of Tertiary-Level EFL Learners

Autor/in	Orhon, Yelda
Titel	An Investigation of Out-Of-Class Language Activities of Tertiary-Level EFL Learners
Quelle	3 (2018) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Independent Study; Language Proficiency; College Students; Learning Activities; Video Games; Newspapers; Films; Television Viewing; Foreign Countries; Language Usage; Web Sites; Gender Differences; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbststudium; Language skill; Language skills; Sprachkompetenz; Collegestudent; Lernaktivität; Video game; Videospiel; Videospiele; Newspaper; Zeitung; Film; Fernsehkonsum; Ausland; Sprachgebrauch; Web-Design; Geschlechterkonflikt; Türkei
Abstract	The area of language teaching and learning is constantly changing due to emerging educational, technological and social trends or innovations all around the world, so there is no universally correct way to learn a language for everyone. That's why it is not possible for a classroom context to address everyone's needs sufficiently during the class hour, so learners must carry on their learning beyond the classroom as well. The present study seeks to explore language activities that EFL learners are engaged outside the class in order to support their language learning process and their attitude towards out-of-class language learning. A total of 109 students who had different proficiency levels and who were studying at the School of Foreign Languages, Pamukkale University participated in the study. Data was collected through a questionnaire. The results of the analysis revealed that learners were mostly engaged in listening and watching activities which were considered as the most helpful activities as well. While no significant differences with respect to gender were found in learners' out-of-class language learning attitudes, the type of language education (compulsory or elective) and language proficiency level were determined to be effective. In conclusion, it can be recommended that out-of-class language activities carried out most frequently and considered most helpful by learners are incorporated into curriculums of language teaching institutions. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01