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Review of Informal Contact with English: A Case Study of Italian Postgraduate Students (2020) by Maria Pavesi and Elisa Ghia. Pisa: Edizioni ETS, 176 pp., ISBN: 978-884675936-8. | ||
| Applied Linguistics Inquiry | ||
| مقاله 12، دوره 2، شماره 1، خرداد 2024، صفحه 135-138 اصل مقاله (218.19 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22077/ali.2024.8005.1042 | ||
| نویسندگان | ||
| Saeed Ameri* 1؛ Maryam Ghodrati2 | ||
| 1Assistant Professor of Applied Linguistics, Department of English Language, Faculty of Literature and Humanities, University of Birjand, Birjand, Iran | ||
| 2Assistant Professor of Applied Linguistics, Foreign Languages Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran | ||
| چکیده | ||
| With the explosive expansion of digital content in the present media landscape where almost every aspect of our lives is intertwined with the online interconnected spaces, extramural English—otherwise known as informal learning of English—has gained remarkable popularity among the youth, most notably the digital native generation or the tech-savvy. Informal learning of English in general, and extramural English in particular, occur outside of classroom settings—be it online and in real life—through learner-initiated activities. Notable examples of such activities include, among other things, watching films and TV shows, listening to songs, or playing video games (Sundqvist, 2024). Indeed, (online) informal learning of English, as Lee and Lee (2021) and Jurkovič (2019) note, consists of self-directed activities in digital settings, often driven by personal interests and undertaken independently, without teacher supervision. Typically, users engage in these activities without the explicit intention of improving their L2 skills. On this ground, the legitimacy of researching informal contact with English is rooted in a confluence of various factors, including contemporary communication practices, the evolving nature of language learning and the proliferation of free and user-friendly online resources and technologies worldwide. | ||
| کلیدواژهها | ||
| informal learning؛ English؛ L2 learning؛ films؛ TV series | ||
| مراجع | ||
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Ameri, S., & Ghodrati, M. (2019). Watching foreign audiovisual programs and out-of-class language learning. Journal of Language and Translation Studies, 52(2), 127-156. https://doi.org/10.22067/lts.v52i1.80000 Arndt, H., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning and Technology, 22(3). Azari Noughabi, M., & Ghasemi, A. (in press). Informal digital learning of English and EFL learners’ willingness to communicate: investigating the mediating role of L2 grit. Journal of Multilingual and Multicultural Development, 1-16. https://doi.org/10.1080/01434632.2024.2351087 Jurkovič, V. (2019). Online informal learning of English through smartphones in Slovenia. System, 80, 27-37. https://doi.org/https://doi.org/10.1016/j.system.2018.10.007 Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal, 73(4), 440-464. https://doi.org/10.2307/326879 Lai, C., Liu, Y., Hu, J., Benson, P., & Lyu, B. (2022). Association between the characteristics of out-of-class technology-mediated language experience and L2 vocabulary knowledge. Lee, J. S., & Lee, K. (2021). The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment. British Journal of Educational Technology, 52(1), 358-373. https://doi.org/https://doi.org/10.1111/bjet.12955 Liu, G., & Ma, C. (2024). Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model. Innovation in Language Learning and Teaching, 18(2), 125-138. https://doi.org/10.1080/17501229.2023.2240316 Liu, G. L., Darvin, R., & Ma, C. (in press). Exploring AI-mediated informal digital learning of English (AI-IDLE): a mixed-method investigation of Chinese EFL learners’ AI adoption and experiences. Computer Assisted Language Learning, 1-29. https://doi.org/10.1080/09588221.2024.2310288 Liu, G. L., Zhang, Y., & Zhang, R. (2024). Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study. ReCALL, 36(1), 72-88. https://doi.org/10.1017/S0958344023000204 Rezai, A., Soyoof, A., & Reynolds, B. L. (in press). Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation. Computer Assisted Language Learning, 1-26. https://doi.org/10.1080/09588221.2024.2350419 Rød, A. J., & Calafato, R. (2023). Exploring the relationship between extramural English, self-efficacy, gender, and learning outcomes: A mixed-methods study in a Norwegian upper-secondary school. Studies in Educational Evaluation, 79, 101302. https://doi.org/https://doi.org/10.1016/j.stueduc.2023.101302 Sundqvist, P. (2024). Extramural English as an individual difference variable in L2 research: Methodology matters. Annual Review of Applied Linguistics, 1-13. https://doi.org/10.1017/S0267190524000072 Uztosun, M. S., & Kök, M. (2024). L2 skill-specific anxiety and communication apprehension: the role of extramural English in the Turkish context. Innovation in Language Learning and Teaching, 18(1), 17-31. https://doi.org/10.1080/17501229.2023.2217170 Zadorozhnyy, A., & Lee, J. S. (in press). Informal Digital Learning of English and willingness to communicate in a second language: self-efficacy beliefs as a mediator. Computer Assisted Language Learning, 1-21. https://doi.org/10.1080/09588221.2023.2215279 | ||
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