Context-related Beliefs about L2 Language Learning and Teaching of the Millennial Pre-service EFL Teachers as a Prognosis for Future Classroom Actions

Abstract

The qualitative study presented in this paper aimed to collect beliefs about learning and teaching English as a foreign language (EFL) from individual representatives of the generation frequently referred to as the millennials. The participants were 47 pre-service EFL trainee teachers from four socio-cultural contexts: Finnish, Israeli, Polish, and Spanish. Their voices have been considered because beliefs are dynamically related to actions and soon the millennial EFL teachers may implement them in the course of their teaching. The contextual approach, followed in this research, provided opportunities for discussing similarities and differences in the beliefs of Finnish, Israeli, Polish, and Spanish pre-service teachers. The identified similarities lead to outlining a tentative picture of a universal, future, post-pandemic EFL classroom.

Out‐of‐classroom L2 vocabulary acquisition: The effects of digital activities and school vocabulary

“…It is not surprising, therefore, that learning via out-of-school exposure-or in Sundqvist's (2011) terms, extramural learning-has been attracting research interest in the last decade (Arndt & Woore, 2018;De Wilde et al, 2020;Puimège & Peters, 2019;Sylvén & Sundqvist, 2012). Studies show that out-of-school exposure has a beneficial effect on pronunciation (Szyszka, 2018), oral proficiency (Sundqvist, 2009), listening and reading (Lindgren & Muñoz, 2012), language awareness, and learners' autonomy (Guo, 2011). As our study addresses extramural vocabulary learning, we will survey studies on the most popular out-of-school activities and their effect on learning new vocabulary.…”