Araştırma Makalesi
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İngiliz Dili Eğitiminde Sınıf Dışı İngilizceye İlişkin Araştırma Kültürünün İncelenmesi: Çıkarımlar ve Gelecekteki Yönelimler

Yıl 2025, Sayı: 23, 111 - 120, 30.09.2025
https://doi.org/10.29157/etusbed.1711735

Öz

Sınıf dışı İngilizce, İngilizceyi ikinci veya yabancı dil olarak öğrenenlerin sınıf dışı İngilizce katılımlarını inceleyen yeni bir araştırma alanıdır. Bu bağlamda, bu çalışma, 2014–2024 yılları arasında Türkiye’de İngiliz Dili Eğitimi alanında yürütülmüş yüksek lisans ve doktora tezlerinde sınıf dışı İngilizce araştırma eğilimlerini ortaya koymayı amaçlamaktadır. Bu amaçla, betimsel bir araştırma tasarımı benimsenmiş ve veriler Türkiye Ulusal Tez Veri tabanındaki örneklemlerden toplanmıştır. Önceden belirlenmiş kategorileri (örn. tamamlanma yılları, tez türleri, yayın bilgisi, hedef katılımcılar, araştırma yöntemi, araştırma tasarımı ve veri toplama araçları) içeren bir rubrik temelinde toplam 22 tez analiz edilmiştir. Betimsel analiz bulguları, sınıf dışı İngilizce üzerine yapılan araştırmaların, özellikle Türkiye bağlamında, hâlen başlangıç aşamasında olduğunu göstermiştir. Son on yılda, bu konu yüksek lisans düzeyinde biraz daha fazla araştırılmış, doktora düzeyinde ise göz ardı edilmiş, sıklıkla anketler ve ölçekler aracılığıyla ölçülmüş ve genellikle duygusal değişkenlerle ilişkili olarak incelenmiştir. Sonuçlar, İngiliz dili eğitimi alanında yüksek lisans düzeyinde özellikle de doktorada yapılan sınıf dışı İngilizce araştırmaların azlığına işaret etmektedir. Ayrıca, bu çalışma, akademik dikkati sınıf dışı İngilizce konusunda olası araştırma boşluklarına, fırsatlara ve gelecek çalışmalara yönelik çıkarımlara çekmektedir.

Kaynakça

  • Cengizhan, M. (2019). The role of out-of-class activities in improving ELT students’ vocabulary knowledge (Unpublished Master's thesis), Çanakkale Onsekiz Mart University, Çanakkale.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
  • De Wilde, V., Brysbaert, M., & Eyckmans, J. (2021). Young learners’ L2 English after the onset of instruction: Longitudinal development of L2 proficiency and the role of individual differences. Bilingualism: Language and Cognition, 24(3), 439–453. https://doi.org/10.1017/S1366728920000747
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.
  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
  • Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
  • Lai, C., Zhu, W., & Gong, G. (2015). Understanding the quality of out-of-class English learning. TESOL Quarterly, 49(2), 278–308. https://doi.org/10.1002/tesq.171
  • Lee, J. S., & Drajati, N. A. (2020). Willingness to communicate in digital and nondigital EFL contexts: Scale development and psychometric testing. Computer Assisted Language Learning, 33(7), 688–707. https://doi.org/10.1080/09588221.2019.1588330
  • Leona, N. L., van Koert, M. J., van der Molen, M. W., Rispens, J. E., Tijms, J., & Snellings, P. (2021). Explaining individual differences in young English language learners’ vocabulary knowledge: The role of Extramural English Exposure and motivation. System, 96. https://doi.org/10.1016/j.system.2020.102402
  • Olsson, E. (2012). Everything I read on the Internet is in English: On the impact of extramural English on Swedish 16-year-old pupils’ writing proficiency [Licentiate thesis, University of Gothenburg]. University of Gothenburg.
  • Olsson, E., & Sylvén, L. K. (2015). Extramural English and academic vocabulary: A longitudinal study of CLIL and non-CLIL students in Sweden. Apples – Journal of Applied Language Studies, 9(2), 77–103. https://doi.org/10.17011/apples/urn.201512234129
  • Öcel, M., & Bergil, A. (2023). The postgraduate theses in ELT between 2019 and 2021: A methodological comparison. Participatory Educational Research, 10(2), 43–63. https://doi.org/10.17275/per.23.25.10.2
  • Peters, E. (2018). The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge. ITL – International Journal of Applied Linguistics, 169(1), 142–167. https://doi.org/10.1075/itl.00010.pet
  • Peters, E., Noreillie, A. S., Heylen, K., Bulté, B., & Desmet, P. (2019). The impact of instruction and out‐of‐school exposure to foreign language input on learners’ vocabulary knowledge in two languages. Language learning, 69(3), 747-782. https://doi.org/10.1111/lang.12351
  • Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38–57. https://doi.org/10.1017/S0958344014000226
  • Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129
  • Schwarz, M. (2020). Beyond the walls: A mixed methods study of teenagers’ extramural English practices and their vocabulary knowledge [Doctoral dissertation, University of Vienna]. https://utheses.univie.ac.at/detail/56447
  • Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders' oral proficiency and vocabulary (Doctoral dissertation), Karlstad University.
  • Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87–113. https://doi.org/10.10125/44674
  • Sundqvist, P., & Sylvén, L. K. (2016). Extramural English in teaching and learning: From theory and research to practice. Palgrave Macmillan.
  • Sundqvist, P., & Wikström, P. (2015). Out-of-school digital gameplay and in-school L2 English vocabulary outcomes. System, 51, 65–76. https://doi.org/10.1016/j.system.2015.04.001
  • 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
  • Uztosun, M. S., & Sundqvist, P. (2025). Extramural English activities and their relationship with L2 English proficiency at a Turkish university context. The Literacy Trek, 11(1), 56-78. https://doi.org/10.47216/literacytrek.1691753

An Investigation of Research Culture on Extramural English in ELT: Implications and Future Directions

Yıl 2025, Sayı: 23, 111 - 120, 30.09.2025
https://doi.org/10.29157/etusbed.1711735

Öz

Extramural English is an emerging research area that investigates English as a second/foreign language (L2) learners’ out-of-class L2 engagement. In this respect, this study aims to showcase extramural English research tendency in graduate and postgraduate dissertations (M.A. and Ph.D.) conducted in Türkiye in the field of English Language Teaching (ELT) between 2014 and 2024. To this end, a descriptive research design was adopted, and data were collected from samples in the Turkish National Dissertations Database. A total of 22 dissertations were analyzed based on a rubric, including predetermined categories (e.g., years of completion, types of dissertations, publication information, target participants, research method, research design, and data collection tools). The findings of the descriptive analysis indicated that research on extramural English still remains at an early developmental stage, particularly within the Turkish context. It was explored slightly more at the master's level, overlooked at the doctoral level, frequently measured through questionnaires and scales, and often examined in relation to affective variables over the last decade. The results point out the scarcity of extramural research undertaken at the graduate level, particularly at the postgraduate level in ELT. Further, the study draws scholarly attention to the possible research gaps, opportunities, and implications for further directions on extramural English.

Etik Beyan

Çalışma doküman incelenmesine dayandığı için etik kurul belgesine gerek duyulmamıştır.

Kaynakça

  • Cengizhan, M. (2019). The role of out-of-class activities in improving ELT students’ vocabulary knowledge (Unpublished Master's thesis), Çanakkale Onsekiz Mart University, Çanakkale.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
  • De Wilde, V., Brysbaert, M., & Eyckmans, J. (2021). Young learners’ L2 English after the onset of instruction: Longitudinal development of L2 proficiency and the role of individual differences. Bilingualism: Language and Cognition, 24(3), 439–453. https://doi.org/10.1017/S1366728920000747
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.
  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
  • Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
  • Lai, C., Zhu, W., & Gong, G. (2015). Understanding the quality of out-of-class English learning. TESOL Quarterly, 49(2), 278–308. https://doi.org/10.1002/tesq.171
  • Lee, J. S., & Drajati, N. A. (2020). Willingness to communicate in digital and nondigital EFL contexts: Scale development and psychometric testing. Computer Assisted Language Learning, 33(7), 688–707. https://doi.org/10.1080/09588221.2019.1588330
  • Leona, N. L., van Koert, M. J., van der Molen, M. W., Rispens, J. E., Tijms, J., & Snellings, P. (2021). Explaining individual differences in young English language learners’ vocabulary knowledge: The role of Extramural English Exposure and motivation. System, 96. https://doi.org/10.1016/j.system.2020.102402
  • Olsson, E. (2012). Everything I read on the Internet is in English: On the impact of extramural English on Swedish 16-year-old pupils’ writing proficiency [Licentiate thesis, University of Gothenburg]. University of Gothenburg.
  • Olsson, E., & Sylvén, L. K. (2015). Extramural English and academic vocabulary: A longitudinal study of CLIL and non-CLIL students in Sweden. Apples – Journal of Applied Language Studies, 9(2), 77–103. https://doi.org/10.17011/apples/urn.201512234129
  • Öcel, M., & Bergil, A. (2023). The postgraduate theses in ELT between 2019 and 2021: A methodological comparison. Participatory Educational Research, 10(2), 43–63. https://doi.org/10.17275/per.23.25.10.2
  • Peters, E. (2018). The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge. ITL – International Journal of Applied Linguistics, 169(1), 142–167. https://doi.org/10.1075/itl.00010.pet
  • Peters, E., Noreillie, A. S., Heylen, K., Bulté, B., & Desmet, P. (2019). The impact of instruction and out‐of‐school exposure to foreign language input on learners’ vocabulary knowledge in two languages. Language learning, 69(3), 747-782. https://doi.org/10.1111/lang.12351
  • Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38–57. https://doi.org/10.1017/S0958344014000226
  • Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129
  • Schwarz, M. (2020). Beyond the walls: A mixed methods study of teenagers’ extramural English practices and their vocabulary knowledge [Doctoral dissertation, University of Vienna]. https://utheses.univie.ac.at/detail/56447
  • Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders' oral proficiency and vocabulary (Doctoral dissertation), Karlstad University.
  • Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87–113. https://doi.org/10.10125/44674
  • Sundqvist, P., & Sylvén, L. K. (2016). Extramural English in teaching and learning: From theory and research to practice. Palgrave Macmillan.
  • Sundqvist, P., & Wikström, P. (2015). Out-of-school digital gameplay and in-school L2 English vocabulary outcomes. System, 51, 65–76. https://doi.org/10.1016/j.system.2015.04.001
  • 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
  • Uztosun, M. S., & Sundqvist, P. (2025). Extramural English activities and their relationship with L2 English proficiency at a Turkish university context. The Literacy Trek, 11(1), 56-78. https://doi.org/10.47216/literacytrek.1691753
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İngiliz ve İrlanda Dili, Edebiyatı ve Kültürü
Bölüm Araştırma Makalesi
Yazarlar

Muhammed Kök 0000-0002-7529-8679

Erken Görünüm Tarihi 28 Eylül 2025
Yayımlanma Tarihi 30 Eylül 2025
Gönderilme Tarihi 1 Haziran 2025
Kabul Tarihi 18 Eylül 2025
Yayımlandığı Sayı Yıl 2025 Sayı: 23

Kaynak Göster

APA Kök, M. (2025). An Investigation of Research Culture on Extramural English in ELT: Implications and Future Directions. Erzurum Teknik Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(23), 111-120. https://doi.org/10.29157/etusbed.1711735

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