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English outside the classroom: Does it have an impact on learners' oral proficiency?
Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för språk- och litteraturdidaktik, CSL. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för språk.ORCID-id: 0000-0003-0511-4624
2009 (Engelska)Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

The present paper is based on data from an ongoing research project aiming to investigate possible effects of extramural English (EE) on oral proficiency (OP) in EFL. EE can be described as linguistic activities that students do or are involved in outside the classroom in their spare time. The study is based on speech data collected from Swedish 9th grade EFL students (N=80) in four school classes on five occasions during one school year. Speech was elicited using five interactional speaking tests, and students were assigned to random dyads on each occasion. The students were assessed qualitatively by three raters and a total of 1,140 assessments were made. In addition to the speech and rater assessment material, questionnaire data (background questionnaire and language diaries) of students EE were collected. To answer the main research question, if EE has an effect on OP, statistical software is used. However, a quantitative method of analysis cannot make any claims regarding causality or the direction of causality between two variables, in this case EE and OP; nevertheless, it can point to relationships between variables. My study shows a significant positive correlation (.307**, Spearman, 2-tailed) between students total time spent on EE and their mean OP grade. Other research questions address the relative importance of different EE activities for OP and possible differences regarding EE habits between genders and the four classes, which are from schools situated in communities of varying size and socio-economic status. Eight EE activities were listed in the language diary and of these activities students report spending most time on (1) music, followed by (2) video games, (3) TV, (4) films, (5) the Internet, (6) other activities, (7) books, and (8) newspapers/magazines. There is large individual variation in the amount of time spent on EE. Significant differences are found between the four classes for overall time spent on EE (p=.035) and for one activity, namely music (p=.048). In terms of gender, there are significant differences for video games (p=.000) and the Internet (p=.016), two activities for which boys report more time than girls. Correlation analyses of EE and OP show particularly interesting results for gender and for less proficient learners.

Ort, förlag, år, upplaga, sidor
2009.
Nyckelord [en]
out-of-school learning, oral proficiency, vocabulary, second language acquisition, gender, Subject Didactics, Other research relevant to Teachers Education
Nationell ämneskategori
Språk och litteratur
Forskningsämne
Engelska
Identifikatorer
URN: urn:nbn:se:kau:diva-11037OAI: oai:DiVA.org:kau-11037DiVA, id: diva2:494601
Konferens
National Forum for English Studies: Knowledge Performance
Tillgänglig från: 2012-02-08 Skapad: 2012-02-08 Senast uppdaterad: 2014-09-04Bibliografiskt granskad

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Sundqvist, Pia

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