In recent years, the relationship between learners' out-of-school engagement with English (or Extramural English (EE); Sundqvist, 2009) and their English language proficiency has been gaining traction. Research has shown the benefits of EE for language learning in instructed settings (e.g. Lindgren & Muñoz, 2013; Sundqvist & Wikström, 2015), as well as for learners with no prior English instruction (e.g. De Wilde et al., 2020; Puimège & Peters, 2019). While EE effects on most language proficiency measures – vocabulary in particular – have been largely investigated, little is known about the link between EE and grammar knowledge and writing performance (see De Wilde et al., 2020, for an exception on an integrated reading-and-writing test).
The present study aims to enhance our understanding of the role of EE in young EFL learners' language acquisition process, by examining whether extramural exposure is related to their English grammar knowledge and writing proficiency prior to formal instruction. We investigate the effect of different EE types (e.g. watching TV, music, gaming) and a number of learner-related variables (e.g. monolingual vs. multilingual learners, SES). Furthermore, we will tap on the methodological issues occurring when measuring EE.
Data were collected with Dutch-speaking children in grade 6 (age 11-12), who had not received any formal English instruction (n = 440). Both a learner questionnaire and a language diary were used to measure EE, which will allow us to elaborate on the benefits and pitfalls of both instruments. In order to measure English language proficiency, participants were administered an English grammaticality judgement test (Pfenninger, 2014) and a writing test (European Commission, 2012).
Based on our pilot data, we hypothesize that extramural English is positively related to EFL learners' grammaticality judgement. Furthermore, we expect to find a positive relation between EE and writing proficiency, in line with Sundqvist and Wikström's (2015) study on gaming, as the pilot comprised a large proportion of gamers and suggested that some participants already obtained an A2 or B1 level according to the CEFR.
References
De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English through out-of-school exposure.
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European Commission. (2012). First European Survey on Language Competences. https://doi.org/10.2766/34160
Lindgren, E., & Muñoz, C. (2013). The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension. International Journal of Multilingualism, 10(1), 105–129. https://doi.org/10.1080/14790718.2012.679275
Pfenninger, S. E. (2014). The misunderstood variable: Age effects as a function of type of instruction. Studies in Second Language Learning and Teaching, 3, 529–556. https://doi.org/10.14746/ssllt.2014.4.3.8
Puimège, E., & Peters, E. (2019). Learners' English vocabulary knowledge prior to formal instruction: The role of learner-related and word-related variables. Language Learning, 69(4), 943–977. https://doi.org/10.1111/lang.12364
Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders' oral proficiency and vocabulary. Karlstad University, Sweden.
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
