Comparing autonomous and class-based learners in Brazil: Evidence for the present-day advantages of informal, out-of-class learning

Cole, J B; Vanderplank, Robert

doi:10.1016/j.system.2016.07.007

Cited by 77 publications

(54 citation statements)

References 28 publications

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“…Our findings are especially critical for language instructors and researchers in East Asian contexts, particularly South Korea, where EFL learners rely heavily on in‐class language learning but the formal system has borne little fruit in terms of fostering students’ communicative competence (Park, ). Although still insufficient to make broad generalizations, Su‐ja's case also may suggest that EFL learners could achieve high English proficiency with little or no formal language instruction (Cole & Vanderplank, ). The significance of having IDLE experiences where students build their own invisible university of rich and authentic multimodal resources (e.g., texts, images, video, audio) and communicate with other English users digitally was also one of the major emerging themes from our data (Dressman & Lee, ).…”

Section: Discussionmentioning

confidence: 99%

When IDLE Hands Make an English Workshop: Informal Digital Learning of English and Language Proficiency

Lee

Dressman

2017

TESOL Quarterly

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Section: Discussionmentioning

confidence: 99%

When IDLE Hands Make an English Workshop: Informal Digital Learning of English and Language Proficiency

Lee

Dressman

2017

TESOL Quarterly

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“…Overall, the findings of this study point to this question, in addition to that of how exactly students understand and make connections between the classroom and the world beyond, as one that merits in‐depth research in both study abroad and study at home. Language learning beyond the classroom is an emerging field in which recent work suggests that there may be a risk of isolating the study of out‐of‐class learning from classroom instruction (e.g., Benson, 2011b; Cole & Vanderplank, ; Sockett, ). A main conclusion of this study is to confirm the importance of investigating out‐of‐class learning in its relations to classroom learning and the totality of the learning environment.…”

Section: Discussionmentioning

confidence: 99%

“…Illés () argues that for many European learners of English the problem of lack of L2 exposure has been replaced with “the problem of plenty” and of making “informed choices” among the plethora of online L2 resources (p. 506). Cole and Vanderplank () report significant use of English online among adult self‐directed language learners in Brazil, who attained high levels of English language proficiency with minimal classroom instruction. Research in Hong Kong and China has also shown that English and foreign language students engage in significant amounts of out‐of‐class learning (Lai, ; Lai, Zhu, & Gong, ).…”

Section: In‐class and Out‐of‐class Learning In Study At Home And In Smentioning

confidence: 99%

A Road and a Forest: Conceptions of In‐Class and Out‐of‐Class Learning in the Transition to Study Abroad

Kashiwa

Benson

2017

TESOL Quarterly

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Adopting an ecological perspective on context in second language learning, this study investigated the ways in which a group of Chinese students reconceptualized and reconstructed their learning environments in the first 3 months of study abroad in Australia. Focusing on the students' conceptions of the relationship between in-class and out-of-class learning, the study identified a shift from a view that the two contexts were separated in study at home to a more integrated view in study abroad. However, this was a variable process, with some students adapting more quickly than others and some barely changing their conceptions at all. The study also found a relationship between students' awareness of the affordances of the study abroad setting and their agency in creating opportunities for out-of-class learning. It is suggested that teachers can help enhance study abroad participants' awareness and agency by allocating class time to discussion of their out-of-class learning experiences and by connecting classroom instruction to the world beyond the classroom.

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“…In fact, studies from the past few years have revealed that students who use the target language for entertainment as opposed to learning purposes equal or outperform others who learn the language in classes alone [5], [6], [7]. Nevertheless, research tends to show that learners who practice the language beyond the walls of the classroom work more on the receptive skills of listening and reading [8], [9], [10], [11].…”

Section: Introductionmentioning

confidence: 99%

Prior Experience and Student Satisfaction with E-Tandem Language Learning of Spanish and English

Frances

Huguet-Jérez²,

Bakieva³

2018

Int. J. Interact. Mob. Technol.

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Recent literature in the field of foreign language learning has indicated that classroom learning is not necessarily enough for students to acquire proficiency in a foreign language. Learners who achieve a high level in the target language often combine work in the classroom with activities outside it. At the same time, a number of studies indicate that, when foreign language learners do work with their target language beyond the classroom, it is often to practice the receptive skills of reading and listening as opposed to the productive ones of speaking and writing. For this reason, students at The College of New Jersey in the United States and Universidad de Alcalá in Spain were paired up to work in tandem to practice Spanish and English through a private Facebook© page and Skype calls©. This paper discusses the impressions of 195 participating students on both sides of the Atlantic to the activities as determined through a questionnaire. The overall objective was to determine if prior experience with the two applications and in using the foreign language in conversation has an impact on student satisfaction. The results indicate prior experience with the applications and with the target language correlates with a positive estimation of the activities. Additional variations were also found. Language instructors who wish to set up an e-tandem experience are advised to assist students with less experience so that they can benefit from the activity.

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Comparing autonomous and class-based learners in Brazil: Evidence for the present-day advantages of informal, out-of-class learning

Cited by 77 publications

References 28 publications

When IDLE Hands Make an English Workshop: Informal Digital Learning of English and Language Proficiency

When IDLE Hands Make an English Workshop: Informal Digital Learning of English and Language Proficiency

A Road and a Forest: Conceptions of In‐Class and Out‐of‐Class Learning in the Transition to Study Abroad

Prior Experience and Student Satisfaction with E-Tandem Language Learning of Spanish and English

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