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

ABSTRACT: 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.

SUBMITTER: Zhang R

PROVIDER: S-EPMC8238195 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:To investigate how a robot's use of feedback can influence children's engagement and support second language learning, we conducted an experiment in which 72 children of 5 years old learned 18 English animal names from a humanoid robot tutor in three different sessions. During each session, children played 24 rounds in an "I spy with my little eye" game with the robot, and in each session the robot provided them with a different type of feedback. These feedback types were based on a questionnaire study that we conducted with student teachers and the outcome of this questionnaire was translated to three within-design conditions: (teacher) preferred feedback, (teacher) dispreferred feedback and no feedback. During the preferred feedback session, among others, the robot varied his feedback and gave children the opportunity to try again (e.g., "Well done! You clicked on the horse.", "Too bad, you pressed the bird. Try again. Please click on the horse."); during the dispreferred feedback the robot did not vary the feedback ("Well done!", "Too bad.") and children did not receive an extra attempt to try again; and during no feedback the robot did not comment on the children's performances at all. We measured the children's engagement with the task and with the robot as well as their learning gain, as a function of condition. Results show that children tended to be more engaged with the robot and task when the robot used preferred feedback than in the two other conditions. However, preferred or dispreferred feedback did not have an influence on learning gain. Children learned on average the same number of words in all conditions. These findings are especially interesting for long-term interactions where engagement of children often drops. Moreover, feedback can become more important for learning when children need to rely more on feedback, for example, when words or language constructions are more complex than in our experiment. The experiment's method, measurements and main hypotheses were preregistered.

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

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