Popular Culture, English Out-of-class Activities, and Learner Autonomy among Highly Proficient Secondary Students in Hong Kong

Abstract

This paper reports on how and why proficient learners of English in Hong Kong participated in popular culture, out-of-class activities, with an emphasis on their development of learner autonomy. Autonomy in language learning is defined as an individual's ability and responsibility to take charge of his or her own learning [1]. Out-of-class learning plays an important role in language learning and learner autonomy [2]. However, to most Hong Kong students, opportunities to learn English outside of classroom may not be obviously found but they do exist at a low cost, for example, popular culture like English movies, free English TV channels, online resources, social networking [2][3][4]. Most local learners seldom engaged in actual autonomous practices but they must seize the chances to practise the target language [5,6]. Thus, the study aimed at exploring how students can make better use of popular culture, out-of-class learning and foster greater learner autonomy in the local context. Six highly proficient secondary school students who reported to have participated in out-of-class learning were selected to join this largely qualitative multiple-case study. By way of semi-structured interviews and language learning journals, the study found that the case participants mainly engaged in self-initiated, interest-driven out-of-class learning, through which they improved their school performance and started to internalize English learning for their personal purposes and develop learner autonomy. It is also suggested that out-of-class learning and school performance promoted the growth of each other. Teachers should recognize the use of interest-driven, popular culture out-of-class activities to further establish the link between out-of-class and classroom-based learning.

The Effects of Movies on the Affective Filter and English Acquisition of Low-Achieving English Learners

“…Without the sense of being judged, the participants are able to lower their anxiety. In general, the participants reported that movies as a learning tool is more relaxing which is concurrent with the findings of other previous studies (Chan, 2016;Inage et al, 2013;Lin, 2008). Krashen (1982) mentioned that learners with low anxiety are more receptive towards language input.…”

“…Benson (2001) Studies on out-of-class activities produced several recurring activities that learners do in order to improve their language skill. One of the most common is the use of internet, particularly Web 2.0 applications (Chan, 2016;Che Wan et al, 2014), video call (Correa, 2014) as well as smartphones (Ncube & Suleman, 2014;Kurtz, 2012). Apart from the internet, the use of gaming as a language learning tool has also been observed in several studies (Bytheway, 2015;Piirainen-Marsh & Tainio, 2009;Miller & Hegelheimer, 2006).…”

“…Participants were given liberty to watch the movies during their own leisure time under the notion that doing so could have positive effects on their motivation, anxiety and self-confidence, more so than if it is conducted within the classroom setting. This relates to the notion that out-of-class activities foster learner autonomy which facilitates the internalization of English learning instead of solely learning for examination purposes (Chan, 2016).…”

Strategies of Successful English Language Learners among Private School Students

“…With reference to Dörnyei, & Ryan (2015) who asserted that second language learners attainment relies on the students' own active and creative participation in the strategies or tech-niques used during the learning process. In this context, Chan (2016) has identified that learning outside the classroom promotes better learning performance as well as opportunity to be engaged in a fruitful academic. Mohamed Amin Embi et al (2001) and Javid, C. et.…”

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“…Bialystock (1981) conducted a study investigating the factors that contributed to learners' language proficiency and concluded that OCLL, especially in communicative situations, in the target language were helpful for the development of learners' language skills and enabled learners to carry out the language tasks successfully. Chan (2016) carried out a study in order to explore how students can use popular culture and out-of-class learning to contribute to their language learning. As a result of the study, it was revealed that OCLL and proficiency were interrelated and participants primarily did self-initiated and interest-driven out-of-class learning and so increased their school performance.…”