An Investigation of Out-of-Class Language Activities of Tertiary-Level EFL Learners

Year 2018, , 1 - 14, 29.07.2018

Yelda Orhon

https://doi.org/10.22596/erj2018.0301.1.14

Abstract

The area of language teaching and learning is
constantly changing due to emerging educational, technological and social trends
or innovations all around the world, so there is no universally correct way to
learn a language for everyone. That’s why it is not possible for a classroom
context to address everyone’s needs sufficiently during the class hour, so
learners must carry on their learning beyond the classroom as well. The present
study seeks to explore language activities that EFL learners are engaged
outside the class in order to support their language learning process and their
attitude towards out-of-class language learning. A total of 109 students who
had different proficiency levels and who were studying at the School of Foreign
Languages, Pamukkale University participated in the study. Data was collected
through a questionnaire. The results of the analysis revealed that learners
were mostly engaged in listening and watching activities which were considered
as the most helpful activities as well. While no significant differences with
respect to gender were found in learners’ out-of-class language learning attitudes,
the type of language education (compulsory or elective) and language
proficiency level were determined to be effective. In conclusion, it can be
recommended that out-of-class language activities carried out most frequently
and considered most helpful by learners are incorporated into curriculums of
language teaching institutions.

Keywords

out-of-class language activities, out-of-class language learning, learner autonomy

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