Out-of-School Exposure to English in EFL Teenage Learners
Is It Related to Academic Performance
Bibliographic Data
| ID | 22045275 |
|---|---|
| Authors | Linh Tran (0000-0002-3436-4369, Universitat de Barcelona), Imma Miralpeix (0000-0002-9118-5391, Universitat de Barcelona, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 4 |
| Pages | 393 |
| Publication date | 2024-04-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14040393 |
| OpenAlex | W4394690493 |
| Language | EN |
| Citations received | 5 |
| References cited | 36 |
Learning a Foreign Language (FL) beyond the classroom has become common practice thanks to advances in technology and the use of English as a Lingua Franca. This study explores the types and amount of out-of-school informal exposure to English that Spanish secondary school students typically receive in their daily lives. Informed by recent literature on the influence of extramural activities on FL proficiency, the second aim of this study is to investigate the potential relationship between out-of-school exposure and academic performance, as measured by English school grades. Data were obtained from a questionnaire answered by secondary school students aged 12–16 (N = 2015) regarding the different types and amounts of activities they perform in English outside school. Findings revealed that teenage learners were most frequently exposed to English through audiovisual input. Social media interaction, along with reading and writing (with or without digital support), were closely associated with their English marks. Other popular activities, such as listening to music or playing video games, were not found to be related to proficiency or even showed a negative correlation with it, while less popular activities, such as watching subtitled movies and series, could have greater potential for language learning. This study contributes to the understanding of informal practices in FL learning settings and provides insights that can help bridge interactive language practices and formal curriculum to create holistic learning experiences for language learners
Academic achievement · Mathematics education · Pedagogy · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Aligning tertiary phase English education with post–Covid-19 professional skill requirements in the field of engineering
Assessing the relationship between extramural English and L2 writing
Gender-related differential item functioning in SweSAT verbal subtests
The Ecosystem of Informal Digital L2 Writing
Reading, watching and gaming
The Online Informal Learning of English
Learning Vocabulary in Another Language
Incidental Vocabulary Acquisition Through Viewing L2 Television and Factors That Affect Learning
Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important?
Incidental foreign language acquisition from media exposure
Gaming as extramural English L2 learning and L2 proficiency among young learners
Second language vocabulary learning through extensive reading with audio support
The value of teletext sub-titles in language learning
How much collocation knowledge do L2 learners have
The relationship between extramural English engagement and the vocabulary size of L1 Cantonese speakers in Macau
Extensive viewing and L2 vocabulary learning
The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge
Receptive academic vocabulary knowledge and extramural English involvement – is there a correlation
Young Learners’ Processing of Multimodal Input and Its Impact on Reading Comprehension
Out‐of‐classroom L2 vocabulary acquisition
The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension
Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories
Improving reading rates and comprehension through audio-assisted extensive reading for beginner learners
Understanding the Quality of Out-of-Class English Learning
Learners’ English Vocabulary Knowledge Prior to Formal Instruction
Different Starting Points for English Language Learning
The Impact of Instruction and Out-of-School Exposure to Foreign Language Input on Learners' Vocabulary Knowledge in Two Languages
| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |