The nature of language learning experiences beyond

Jan. 2010, Volume 8, No.1 (Serial No.76)

US-China Foreign Language, ISSN 1539-8080, USA

The nature of language learning experiences beyond the classroom and its learning outcomes Julide Inozu1, Sehnaz Sahinkarakas1, Hulya Yumru2 (1. English Language Teaching Department, Cukurova University, Adana 01330, Turkey; 2. English Language Teaching Department, Cag University, Mersin 33800, Turkey)

Abstract: Out-of-class language learning is of great importance to the theory and practice of autonomy and life-long language learning. Research in this field tells learners that not only what learners do in institutional settings, but also their out-of-class learning should fit into the broader orientation towards autonomy for life long language learning. Within this scope, the purpose of this study is to discover the nature of out-of-class language learning experiences of a group of Turkish university students and their contributions to learning outcomes in terms of language learning and personal development within the process of self-directing their language studies. Key words: out-of-class language learning; students’ perception; self-directed language learning; learning outcomes

1. Introduction Languages are not learned solely in the language classroom, but can take place at any time and in any place (Pickard, 1995; Hyland, 2004). Out-of-class learning is defined as any learning that takes place outside the classroom and involves self-instruction, naturalistic learning or self-directed naturalistic learning (Benson, 2001). In recent years, out-of-class language learning has been a focus of research. However, Pearson (2003) argues that much more is known about what second language learners and teachers do inside classrooms than what learners do outside the classroom, activities which might develop appreciation of the target culture and fluency in the target language. Pearson believes an appreciation of the factors that shape the behavioral pattern of students’ out-of-class language learning will contribute to a broader understanding of differences in the development of individual second language skills and the different levels of fluency and overall proficiency. He further states that “the insights offered through an increased understanding of out-of-class language learning aid the implementation of learner autonomy as a goal, and contribute to the effectiveness of guidance given to learners by teachers” (Pearson, 2003, p. 1). Benson argues that autonomy “is a natural product of the practice of self-directed learning in which the objectives, progress, and evaluation of learning are determined by the learners themselves” (2001, p. 8). Following this line of thought, this study has been conducted to investigate the extent to which a group of first-year university students continue their act of learning English outside the classroom and their perceptions of the importance of out-of-class learning activities to their language learning. The ultimate purpose has been to Julide Inozu, Ph.D., assistant professor of English Language Teaching Department, Cukurova University; research fields: psychology of language learning, language learning strategies. Sehnaz Sahinkarakas, Ph.D., assistant professor of English Language Teaching Department, Cukurova University; research fields: language testing and assessment, learner autonomy. Hulya Yumru, Ph.D., assistant professor of English Language Teaching Department, Cag University; research fields: constructivist research in teacher education, instructional materials evaluation. 14

The nature of language learning experiences beyond the classroom and its learning outcomes

discover the nature of out-of-class language learning experiences and their contributions to learning outcomes in terms of language learning and personal development within the process of self-directing their language studies.

2. Method The students in the study consist of 309 first-year English Language Teaching (ELT) Department in Adana and Mersin Universities, Turkey. A questionnaire adapted from Pearson (2003) and Hyland (2004) was administered in the 2007-2008 academic year (see appendix). The first section of the questionnaire, which provides information about language attitudes of the students, was developed based on questions in Hyland. In this section, students mark the strength of their agreement of the items by utilizing a Likert-type 5-point scale. The second section, developed from Pearson and Hyland investigates the nature and contribution of language learning experiences beyond the classroom. The items in this section include a combination of Likert-type 5-point scale and multiple choice statements. Data analysis for the questionnaire was performed using frequency analysis. For an in-depth analysis of students’ opinions concerning their out-of-class language learning experiences and their outcomes, semi-structured follow-up interviews based on the questionnaire data were held with 34 students selected by a convenience sampling strategy. Each interview was conducted in the friendly atmosphere of the researchers’ office and lasted 15 to 20 minutes. The researchers took detailed notes during the interviews. The interview questions elaborate the following issues: (1) The importance of English in the students’ life; (2) The particular materials used and activities engaged in to improve English outside the classroom; (3) The contribution of out-of-class language learning experiences to learning outcomes.

3. Findings and results The results of the study have been framed by the characteristics of the out-of-class language learning experiences and the contribution of these experiences to learning outcomes. The students’ attitudes toward English and out-of-class language learning materials and activities were discussed in relation to these experiences. The contribution of out-of-class language learning experiences to the language gains and personal development of students were discussed under learning outcomes. In the analysis process, the responses to the 5-point Likert-scales were reduced to 3-point scales to develop a generalization about the overall data. 3.1 The nature of out-of-class language learning experiences 3.1.1 Students’ attitudes toward English One of the aims in the questionnaire has been to determine students’ attitudes toward English. To this end, the students were first asked how important English was in their lives outside the classroom. Both the questionnaire and the interview results revealed that English has an important place in most of the students’ lives and that they often use it in different situations. The questionnaire also includes statements regarding students’ feelings toward using English. As the percentages in Table 1 suggest that the majority of the students have a positive view of English. For instance, 79% of the students indicate that they look for opportunities to use and improve their English in their everyday life. Similarly, 67% said they do not avoid using English when it is really necessary. The interviews also show that students try to make use of any opportunity that they think would be helpful in improving their English. Thus, the statement can be made that most students participating in the study have the motivation to continue studying English out-of-class.

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The nature of language learning experiences beyond the classroom and its learning outcomes

On the other hand, Table 1 shows that 44% agree with the fact that they rarely use English outside a classroom setting. When asked what made it difficult for them to use English out of class, the students mention their feelings, such as anxiety, lack of confidence, and fear of making mistakes as the most common reasons (see Table 2). Having no friends speaking English is the other source of difficulty for the students to use English out-of-class. This finding might be a natural outcome of an EFL learning setting where the use of target language is mostly limited to school context. Due to this limitation, learners have difficulty in dealing with the feelings stated above. Table 1

Students’ feeling toward using English

I look for opportunities to use and improve my English in everyday life I feel comfortable when I use English in a social setting I feel comfortable when I use English for work or academic purposes I rarely use English outside a classroom setting I use English everyday for a variety of social and work or academic purposes I avoid using English except when it is really necessary Table 2

Strongly agree 79 52 52 44 32 20

Strongly disagree 14 7 26 22 29 19 28 29 38 29 14 67

Reasons for the difficulty of using English out of class

I do not like making mistakes I have no one to speak to My feelings e.g. feeling nervous/unconfident/anxious I have not made any English-speaking friends yet I find communicating in English difficult I mix mostly with people from my own country/monolingual society I do not have enough time I am only interested in academic English

Yes 64 60 56 50 29 27 19 16

No 36 41 44 50 71 73 81 84

Table 3 Out-of-class language learning materials Dictionaries Internet Music Grammar books Vocabulary exercises Reading books Computer programs Television programs Videotapes/DVDs Newspapers Television news Magazines Audio tapes/cassette tapes (Listening) CD ROMs Punctuation exercises Dictation exercises Pronunciation books/tapes Radio News

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Often 84 76 68 64 61 58 53 46 43 39 34 34 29 28 28 24 23 19

Sometimes 12 16 22 22 26 30 24 37 35 36 36 33 39 39 35 29 34 27

Rarely 5 8 10 14 13 13 23 17 22 26 30 33 33 33 38 47 42 53

The nature of language learning experiences beyond the classroom and its learning outcomes

3.1.2 Out-of-class language learning materials The second category of data is related to materials the students use for learning English out-of-class. The numbers in Table 3 suggest that the most frequently used materials are the dictionary (84%), Internet (76%) and music (68%). Considering the global interest in the use of technology, and the privileged place of computers and Internet in their lives, the students’ interest in using these materials is a natural outcome of today’s world. Age is another factor for the frequent use of popular forms of entertainment, such as music or computer games for learning English. Grammar books and vocabulary exercises are the other frequently used materials by the students. 64% of the students state that they often use grammar books for learning English out-of-class. Similarly, 61% state that they often make use of vocabulary exercises for improving their English. The common use of dictionaries, grammar books and vocabulary exercises can be attributed to the educational background of the students participating in this study. They are all ELT students who have had to take a standard high stake English examination (University Entrance Exam—OSS and Foreign Language Test—YDS) to enter this department. They have spent the year previous to the examination by diligently studying English not only at school or private courses, but also on their own at home. Thus, they are very much accustomed to using dictionary or grammar books. Table 4

Reasons for using materials for learning English Yes

No

Personal goals

85

15

Advice from class teacher

83

17

Preparing for tests

73

27

Course goals

65

35

Suggestions from friends

56

44

They were easily available

44

56

To work on areas of weakness

39

61

Have done/used them before

36

64

Advice from self-access or library staff

27

73

When asked about reasons for using these materials, the most frequent students’ response is personal goals (see Table 4). The interviews reveal that the main personal goal for students is to improve their English language. They think this will enable them to be successful in courses and in preparing for the test. Thus, the argument can be made that students’ interest in using materials to improve knowledge of English originates from concerns for success in academic work. One important point to take into consideration is the conflicting responses given by the students. Although they state that their main goal is to improve their English, they seem to be less attentive to work on their language problems, for only 39% of them state “to work on areas of weakness” is the reason of using such materials. Thus, instead of taking individual steps for improvement, in other words, self-direction, students prefer to follow recommendations given to them by teachers (83%) and friends (56%). The issues of familiarity with materials, or easy access to it, or availability are less important factors in the use of these materials for learning English outside the class. 3.1.3 Out-of-class language learning activities Concerning the nature of out-of-class language learning experiences, the students were also asked about the

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The nature of language learning experiences beyond the classroom and its learning outcomes

activities they carry out to improve their English out-of-class (see Table 5). Internet activities, such as e-mailing or chatting (69%), listening to music (67%), watching television programs and movies (53%), and reading books or magazines (46%) are cited as the most frequently engaged activities by students. The interviews also support the questionnaire results relating to the activities carried out. Both sources of data indicate that students develop language skills by carrying out various types of specific activities. Another observation is that some students develop certain strategies, such as making translations or chatting in English with each other to improve their English. Only a few students say that they join international student organizations, such as AISEEC, because they believe these organizations will contribute to their practical knowledge of English. Table 5 Out-of-class language learning activities Often

Sometimes

Rarely

Using the internet for research, email or chat

69

20

10

Listening to music or radio

67

21

12

Watching television programs, video, or movies

53

33

14

Reading books, magazines or newspapers

46

38

16

Listening/watching news on the radio/television

44

33

23

Working and talking with other students who are also learning English

40

37

23

Personal writing

30

41

30

Independent study in a library/self-access centre

27

30

43

Having a friend who is a native speaker

17

18

65

Talking with native speakers off-campus

15

24

61

Using English in the place where I stay

14

22

64

Attending meetings, conferences, workshops, etc.

8

21

71

Participating in international project

4

7

89

3.2 Contribution of out-of-class language learning experiences to learning outcomes This section in the questionnaire relating to the practicality of the materials used outside of class reveals how the materials contributed to learning outcomes in terms of language skills development (see Table 6). The result reveals that the largest contribution is to the development of vocabulary (83%), reading (80%), listening (70%), grammar (69%), speaking (67%) and writing (63%) respectively. Furthermore, the data reveals that students find the materials most useful in improving receptive language skills rather than productive ones. This improvement can be attributed to the materials the students report that they often use: dictionary, Internet, grammar reference books, vocabulary exercises and music. Table 6

Value of the materials used out of class for developing skills Not useful

English vocabulary?

Very useful

5

12

83

Reading skills?

5

15

80

Listening skills?

12

18

70

Grammar knowledge?

12

20

69

Speaking skills?

13

20

67

Writing skills?

11

27

63

Data derived from the questionnaire and the interviews suggest a close relation between the types of

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The nature of language learning experiences beyond the classroom and its learning outcomes

activities and materials students are engaged in and language gains. For instance, Internet activities almost certainly yield gains in students’ vocabulary. Similarly, television programs or movies result in developing students’ listening skills. However, when students do not take part in activities, such as personal writing or participating in international projects, out-of-class activities are less useful in developing speaking and writing skills. The contribution of out-of-class language learning experiences to personal development is not as apparent as it is to self-directed language development. According to Candy, self-directed learners take the initiative “in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes” (1991, p. 6). Within the framework of this definition, the students in this study seem unable to take the initiative and responsibility for their own learning. Instead, they preferred to be directed by an authority. Indeed, for the majority of students, out-of-class study is the time or opportunity for covering the weaknesses that emerged during formal schooling hours. To be able to overcome the language problems, the students in their out-of-class studies usually consider the suggestions given by their teachers. Apparently, the students have a tendency to rely on an authority for their out-of-class work rather than self-directing their own studies.

4. Conclusion and recommendation This study looks into the nature of the first-year ELT students’ out-of-class language learning experiences and its contribution to learning outcomes in terms of language learning and personal development. The results demonstrate that most of the students value out-of-class language work and make use of a variety of out-of-class materials and activities to improve their English. However, most of the materials chosen and the activities carried out are for improving vocabulary, grammar and receptive language skills rather than productive ones. Another result is that out-of-class language work is perceived to be an extension of curricular activities directed by teachers. Thus, the conclusion is that teacher support plays an important role in shaping the behavioral pattern of students’ out-of-class language learning. Learners need guidance on not only what to do outside the class, but also how to do it. In other words, students should be trained for strategies required for language learning which is independent of formal teaching context. As Field (2007) puts it, the true learner empowerment consists of the freedom to learn outside the teaching context and the ability to continue learning after instruction had finished. References: Benson, P.. 2001. Teaching and researching autonomy in language learning. Harlow: Pearson Education. Candy, P. C.. 1991. Self-direction for lifelong learning. San Francisco: Jossey-Bass Publications. Field, J.. 2007. Looking outwards, not inwards. ELT Journal, 61(1), 30-38. Hyland, F.. 2004. Learning autonomously: Contextualizing out-of-class English language learning. Language Awareness, 13(3), 180-202. Pearson, N.. 2003. The idiosyncrasies of out-of-class language learning: A study of mainland Chinese students studying English at tertiary level in New Zealand. Paper presented at the meeting of The Independent Learning Conference, Melbourne, Australia. Pickard, N.. 1995. Out-of-class language learning studies: Three case studies. Language Learning Journal, 12(1), 35-37.

(Edited by Sunny and Cathy) Appendix: Out-of-class language learning survey

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The nature of language learning experiences beyond the classroom and its learning outcomes There is no right or wrong answers for these questions. Write answers based on your own experience. Where it says other, you may write a different answer 1. Please tick whether you are male or female: _______ Male ______ Female 2. How long have you been learning English? (Years): ____________________________________ 3. Have you ever had a job (full-time or part-time) which required using English? __________________ 4. Do you have a chance to use English out of school? Yes: _______ No: ________ Please explain: _________________________________________ 5. How important is English in your daily life outside the classroom? (Please circle) a. Very important: I use it frequently every day in many contexts b. Important: I often use it in different situations c. Not very important: I only use it occasionally d. Not important at all: I never use it outside the classroom. 6. Please indicate the extent to which you agree or disagree with each of the following statements.

I use English everyday for a variety of social and work or academic purposes

Strongly agree 1

2

3

Strongly disagree 4 5

I rarely use English outside a classroom setting

1

2

3

4

5

I feel comfortable when I use English in a social setting

1

2

3

4

5

I feel comfortable when I use English for work or academic purposes

1

2

3

4

5

I look for opportunities to use and improve my English in everyday life

1

2

3

4

5

I avoid using English except when it is really necessary

1

2

3

4

5

7. How frequently do you use following materials for learning English out-of-class? Tick all the learning materials you used for your out-of-class language study. Very often

Often

Sometimes

Rarely

Never

Audio tapes/cassette tapes (Listening)

1

2

3

4

5

Pronunciation books/tapes

1

2

3

4

5

Dictation exercises

1

2

3

4

5

CD ROMs

1

2

3

4

5

Music

1

2

3

4

5

Videotapes/DVDs

1

2

3

4

5

Television news

1

2

3

4

5

Radio News

1

2

3

4

5

Television programs

1

2

3

4

5

Newspapers

1

2

3

4

5

Computer programs

1

2

3

4

5

Reading books

1

2

3

4

5

Internet

1

2

3

4

5

Magazines

1

2

3

4

5

Vocabulary exercises

1

2

3

4

5

Grammar books

1

2

3

4

5

Dictionaries

1

2

3

4

5

Punctuation exercises

1

2

3

4

5

8. Why did you use those learning materials for your language study?

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The nature of language learning experiences beyond the classroom and its learning outcomes (a) Tick whatever helped you decide which materials to choose. (b) Circle your main reason/reasons for choosing materials. ____ Advice from your class teacher ____ Suggestions from friends ____ Preparing for tests ____ Advice from Self-Access or library staff ____ Personal goals ____ Course goals ____ To work on areas of weakness ____ They were easily available ____ Have done/used them before ____ Other: __________________________________________ 9. How useful were the materials you used out of class for developing these skills?

Speaking skills? Writing skills? Listening skills? Reading skills? English vocabulary? Grammar knowledge?

Not useful 1 1 1 1 1 1

2 2 2 2 2 2

3 3 3 3 3 3

4 4 4 4 4 4

Very useful 5 5 5 5 5 5

10. Apart from study at school, how frequently do you carry out following activities out-of-class to improve your English?

independent study in a library/Self-access centre using the internet for research, email or chat personal writing working and talking with other students who are also learning English using English in the place where I stay Listening/watching news on the radio/television Watching television programmes, video, or movies Listening to music or radio talking with native speakers off-campus having a friend who is a native speaker reading books, magazines or newspapers attending meetings, conferences, workshops, etc. participating in international project

Very often 1 1 1

Often 2 2 2

Sometimes 3 3 3

Rarely 4 4 4

Never 5 5 5

1

2

3

4

5

1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5

11. What has made it difficult for you to use English out of class? (a) Tick whatever applies to you. (b) Circle the most 3 important reasons. ______ My feelings, e.g. feeling nervous/unconfident/anxious ______ I have no one to speak to ______ I do not have enough time ______ I find communicating in English difficult ______ I am only interested in academic English ______ I do not like making mistakes ______ I mix mostly with people from my own country ______ I have not made any English-speaking friends yet ______ Other: ________________________________________

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