Research into Informal Second Language Learning (ISLL) has grown substantially over the past two decades. This increased interest in L2 use in informal contexts has produced findings on a multitude of variables, such as L2 development (vocabulary, complexity, accuracy, fluency, pronunciation), autonomy, engagement and willingness to communicate, among others (e.g. Arndt, 2019; Kusyk, 2017; Lee, 2019). A number of methodological approaches have been used to invetigate these variables, such as questionnaires, case studies, focus groups, tests and language diaries.
While present findings appear to offer a promising avenue for future research in this relatively new field, it is also clear that a certain amount of terminological confusion and overlap has emerged. Indeed, rather than operating under one umbrella construct, researchers across the world have investigated this phenomenon under multiple labels (Extramural English (Sundqvist, 2009), Informal Digital Learning of English (Lee & Dressman, 2018), Language Learning Beyond the Classroom (Benson & Reinders, 2011), …), each possessing its own nuances. In order to gain a clearer picture of these different research strands and how they may differ or overlap, a systematic review was conducted.
This systematic review investigated 218 scientific texts (journal articles, anthologies, monographs, dissertations) published between 2000 and 2020. They were analysed according to criteria such as aim of the paper, terminology used, underlying theoretical framework, variables investigated, methodology employed and links to the formal sphere. This paper presents findings from the methodology section of our analysis. In particular, our results will focus on the various methodological approaches, study designs, data collection methods and quantitative and qualitative data analyses employed in these papers over the last two decades. In addition, we will also report on aspects such as geographic location of study, participant demographics (age, school type, course of study) and the L1 & L2 of the participants.
The aim of this paper is thus to provide an overview of the methodological approaches used over a span of twenty years in research on informal L2 usage. This presentation and discussion of past and current methods will inform the research community on methodologies that both have and have not yet been employed, which may impact choices for future study designs.
References
Arndt, H. L. (2019). Informal second language learning: The role of engagement, proficiency, attitudes, and motivation (PhD thesis). University of Oxford, Oxford.
Benson, P., & Reinders, H. (Eds.) (2011). Beyond the language classroom. Houndsmill, Basingstoke: Palgrave Macmillan.
Kusyk, M. (2017). The development of complexity, accuracy and fluency in L2 written production through informal participation in online activities. CALICO Journal, 34(1), 75–96.
Lee, J. S., & Dressman, M. (2018). When IDLE hands make an English workshop: Informal digital learning of English and language proficiency. TESOL Quarterly, 52(2), 435–445.
Lee, J. S. (2019). EFL students' views of willingness to communicate in the extramural digital context. Computer Assisted Language Learning, 32(7), 692–712.
Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders' oral proficiency and vocabulary (PhD thesis). Karlstad University, Karlstad.
