Target languages, types of activities, engagement, and effectiveness of extramural language learning.

Since Sundqvist introduced the term "extramural English" in 2009, empirical research on extramural language learning has continued to expand. However, the expanding empirical research has yet yielded incommensurate review studies. To present a timely picture of the field of extramural lang...

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Autores principales:	Ruofei Zhang, Di Zou, Gary Cheng, Haoran Xie, Fu Lee Wang, Oliver Tat Sheung Au
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/63807b0abe5d437b875590d48c55bb98
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spelling	oai:doaj.org-article:63807b0abe5d437b875590d48c55bb982021-12-02T20:09:54ZTarget languages, types of activities, engagement, and effectiveness of extramural language learning.1932-620310.1371/journal.pone.0253431https://doaj.org/article/63807b0abe5d437b875590d48c55bb982021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0253431https://doaj.org/toc/1932-6203Since Sundqvist introduced the term "extramural English" in 2009, empirical research on extramural language learning has continued to expand. However, the expanding empirical research has yet yielded incommensurate review studies. To present a timely picture of the field of extramural language learning, this study conducts a review of 33 relevant articles retrieved from Scopus and Web of Science databases. The results showed the five types of target languages frequently investigated in this field (i.e., English, German, French, Chinese, and Japanese) and seven main types of extramural learning activities (i.e., playing digital games, watching videos, reading, listening to audios, having technology-enhanced socialisation, having face-to-face socialisation, and writing compositions). People's engagement in extramural language learning was overall high, especially listening to audios and playing digital games, mediated by the relationship between the difficulty of the activities and people's target language proficiency levels, gender, and the interactive environment. Extramural language learning was overall effective for language development and enhancing affective states in language learning. The effectiveness may be influenced by the involvement of language inputs and outputs and the amount of engagement time. Implications for practitioners were suggested concerning encouraging digital gameplay, emphasising formal language instruction, and creating positive interactive environments for extramural language learning.Ruofei ZhangDi ZouGary ChengHaoran XieFu Lee WangOliver Tat Sheung AuPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 6, p e0253431 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Ruofei Zhang Di Zou Gary Cheng Haoran Xie Fu Lee Wang Oliver Tat Sheung Au Target languages, types of activities, engagement, and effectiveness of extramural language learning.
description	Since Sundqvist introduced the term "extramural English" in 2009, empirical research on extramural language learning has continued to expand. However, the expanding empirical research has yet yielded incommensurate review studies. To present a timely picture of the field of extramural language learning, this study conducts a review of 33 relevant articles retrieved from Scopus and Web of Science databases. The results showed the five types of target languages frequently investigated in this field (i.e., English, German, French, Chinese, and Japanese) and seven main types of extramural learning activities (i.e., playing digital games, watching videos, reading, listening to audios, having technology-enhanced socialisation, having face-to-face socialisation, and writing compositions). People's engagement in extramural language learning was overall high, especially listening to audios and playing digital games, mediated by the relationship between the difficulty of the activities and people's target language proficiency levels, gender, and the interactive environment. Extramural language learning was overall effective for language development and enhancing affective states in language learning. The effectiveness may be influenced by the involvement of language inputs and outputs and the amount of engagement time. Implications for practitioners were suggested concerning encouraging digital gameplay, emphasising formal language instruction, and creating positive interactive environments for extramural language learning.
format	article
author	Ruofei Zhang Di Zou Gary Cheng Haoran Xie Fu Lee Wang Oliver Tat Sheung Au
author_facet	Ruofei Zhang Di Zou Gary Cheng Haoran Xie Fu Lee Wang Oliver Tat Sheung Au
author_sort	Ruofei Zhang
title	Target languages, types of activities, engagement, and effectiveness of extramural language learning.
title_short	Target languages, types of activities, engagement, and effectiveness of extramural language learning.
title_full	Target languages, types of activities, engagement, and effectiveness of extramural language learning.
title_fullStr	Target languages, types of activities, engagement, and effectiveness of extramural language learning.
title_full_unstemmed	Target languages, types of activities, engagement, and effectiveness of extramural language learning.
title_sort	target languages, types of activities, engagement, and effectiveness of extramural language learning.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/63807b0abe5d437b875590d48c55bb98
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Target languages, types of activities, engagement, and effectiveness of extramural language learning.

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