Adolescents’ informal exposure to English as a second language in the context of Galicia
Effects on vocabulary, grammar, and writing
Bibliographic Data
| ID | 22299840 |
|---|---|
| Authors | Rosa Alonso Alonso (0000-0001-8664-0946, Lund University), Ana María Fernández Dobao (0000-0001-7804-2612, University of Konstanz) |
| Year | 2025 |
| Volume | 176 |
| Issue | 1 |
| Pages | 76-110 |
| Publication date | 2025-06-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | ITL - International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0019-0829 • E-ISSN: 1783-1490 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/itl.23010.alo |
| OpenAlex | W4407647760 |
| Language | EN |
| Citations received | 7 |
| References cited | 65 |
This study examines the effects of informal English exposure on vocabulary, grammar, and writing. A total of 178 Galician adolescent learners of English completed a placement test, a language background and an out-of-school English activities questionnaire, and three language tasks: a grammaticality judgement test, a vocabulary test, and a writing task. Findings revealed that the most common out-of-school activities were listening to music, watching films without subtitles, and gaming. Positive correlations were found between learners’ performance on the language tasks and the activities of watching films without subtitles, watching films with captions, reading, writing, and, to a smaller extent, listening to music, gaming, and speaking online. Gender-related differences were noticed in the frequency of some out-of-school activities and the correlations with learners’ performance on the three language tasks
Archaeology · Context (archaeology) · English language · Linguistics · Sociology · History · Literacy and Educational Practices · Philosophy · Psychology · Second Language Learning and Teaching · Spanish Linguistics and Language Studies
Digital practices in CLIL across Romance- and Germanic-language contexts
Assessing the relationship between extramural English and L2 writing
“That was a berry funny yolk”
Affective predictors of out-of-class English learning
Revisiting Age Effects and Extramural Exposure in EFL Writing
The effect of bilingualism on foreign language learning
Exploring teachers’ perspectives on extramural English
Extramural English as an individual difference variable in L2 research
The Online Informal Learning of English
The Cambridge Handbook of Multimedia Learning
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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
Syntactic Maturity in Schoolchildren and Adults
Complexity, Accuracy, and Fluency in Second Language Acquisition
Connecting Extramural English with ELT
Towards an Organic Approach to Investigating CAF in Instructed SLA
How much collocation knowledge do L2 learners have
The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge
Young learners’ L2 English after the onset of instruction
Exploring the effects of target-language extramural activities on students’ written production
Can Captioned Video Benefit Second Language Pronunciation
Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test
The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension
Learning L2 constructions from captioned audio-visual exposure
Out-of-class language contact and vocabulary gain in a study abroad context
Out-of-school digital gameplay and in-school L2 English vocabulary outcomes
Learning vocabulary through audiovisual input
The Pros and Cons of Dubbing and Subtitling
Formal instruction vs informal exposure. What matters more for teenagers’ acquisition of English as a second language
Learning English Through Out‐of‐School Exposure
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
Vocabulary Demands of Television Programs
| Citations per year | 7 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |