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Students’ voices about English language learning in school and beyond

Students’ voices about English language learning in school and beyond AbstractThe research was carried out in a public secondary school with 16 to 18-year-old students in a context usually considered as an EFL one. The main goals were to discover what students said about learning English in and beyond the school and what led them to use English autonomously outside the classroom. A qualitative methodology was used. First, a questionnaire was proposed to 122 students to find out the uses of English outside the school; then, I selected students who were considered good learners of English by their teachers and who had learnt English only in secondary school and autonomously outside school. Based on that criterion, I investigated nine learners using a Facebook survey, two focus groups and learning logs. The idea of good language learners (GLLs) of English described by the teachers focuses on the relationship the learner establishes with the L2 and the external perceptions of what they do with it. On the other hand, GLLs do not share common features that can be generalized; every learner establishes a unique relationship with the L2 and uses varied and changing strategies. What GLL do share is an agentive approach to learning the L2 and a positive appreciation of its cultural artefacts. Learners mainly accessed these artefacts through ICTs working as learning affordances. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png European Journal of Applied Linguistics de Gruyter

Students’ voices about English language learning in school and beyond

Carreño, Mariangel
European Journal of Applied Linguistics , Volume 10 (2): 17 – Sep 1, 2022
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Publisher
de Gruyter
Copyright
© 2022 Walter de Gruyter GmbH, Berlin/Boston
ISSN
2192-953X
eISSN
2192-953X
DOI
10.1515/eujal-2022-0008
Publisher site
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Abstract

AbstractThe research was carried out in a public secondary school with 16 to 18-year-old students in a context usually considered as an EFL one. The main goals were to discover what students said about learning English in and beyond the school and what led them to use English autonomously outside the classroom. A qualitative methodology was used. First, a questionnaire was proposed to 122 students to find out the uses of English outside the school; then, I selected students who were considered good learners of English by their teachers and who had learnt English only in secondary school and autonomously outside school. Based on that criterion, I investigated nine learners using a Facebook survey, two focus groups and learning logs. The idea of good language learners (GLLs) of English described by the teachers focuses on the relationship the learner establishes with the L2 and the external perceptions of what they do with it. On the other hand, GLLs do not share common features that can be generalized; every learner establishes a unique relationship with the L2 and uses varied and changing strategies. What GLL do share is an agentive approach to learning the L2 and a positive appreciation of its cultural artefacts. Learners mainly accessed these artefacts through ICTs working as learning affordances.

Journal

European Journal of Applied Linguistics – de Gruyter

Published: Sep 1, 2022

Keywords: L2 learning; agency in L2 learning; Good Language Learners; ICTs as learning affordances; L2 learning strategies; aprendizaje de inglés como L2; Buen Aprendiz de Segundas Lenguas; agencia y aprendizaje de L2; TIC como propiciadores de aprendizaje; estrategias de aprendizaje de una L2; L2-Lernen; Agency beim L2-Lernen; Good Language Learners; ICTs als Lernhilfen; L2-Lernstrategien

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