Self‐study in language learning

Relationships among time, activities, and learning outcomes

Bibliographic Data

ID8938596
AuthorsCarrie L Bonilla (0000-0003-4511-985X, Modern and Classical Languages George Mason University Fairfax Virginia USA, corresponding author), Meredith M Hughes (Applied Research Laboratory for Intelligence and Security University of Maryland College Park Maryland USA), Medha Tare (0000-0001-6105-5003, Learner Variability Project Digital Promise Washington District of Columbia USA), Karen Vatz (Department of English and Communications Norwich University Northfield Vermont USA)
Year2021
Volume54
Issue2
Pages452-475
Publication date2021-04-14
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/flan.12520
OpenAlexW3153156554
LanguageEN
Citations received4
References cited27

While much second language acquisition research has focused on characteristics of in‐class language study, little is known about the characteristics and effectiveness of out‐of‐class language study. This exploratory study addresses this gap by analyzing questionnaire data from 707 adult students enrolled in intensive (6–16 months) language study regarding preferred out‐of‐class activities and time spent on these activities in relation to language outcome scores (e.g., Defense Language Proficiency Test [DLPT] and Oral Proficiency Interview [OPI] scores), while also controlling for background variables such as language aptitude. Regarding time spent on out‐of‐class activities, mixed‐effects linear regression modeling (approximately 400 students) showed that more time spent on assigned and unassigned course study was associated with lower end‐of‐course language outcomes, and less time spent was associated with higher language outcomes. Engagement in some target‐language activities, however, such as using social media to interact in the target language (e.g., chat) showed positive relationships with achieving overall language proficiency. The findings offer important insight into the complex relationships between time spent on out‐of‐class study, target language activities, background variables, and course outcomes

Aptitude · Class (philosophy · Comprehension approach · Developmental psychology · Exploratory research · First language · Language acquisition · Language assessment · Language education · Language proficiency · Linguistics · Mathematics education · Second-language acquisition · Second-language attrition · Test (biology · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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