Extramural English in Scandinavia and Asia: Scale Development, Learner Engagement, and Perceived Speaking Ability

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2023-12-28 DOI:10.1002/tesq.3296
Pia Sundqvist, M. S. Uztosun
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Abstract

This article comprises two international studies. Study 1 aimed to develop a scale to measure the frequency of learners' voluntary, informal, out‐of‐school engagement with English, so‐called Extramural English (EE) activities. It involved three stages – pilot study, exploratory factor analysis, and confirmatory factor analysis – followed by measuring the test–retest reliability and known‐groups validity of the scale. L2 English learners (N = 907; mean age: 17) from Scandinavia (Denmark, Norway, and Sweden) and Turkey participated. The analyses led to a 32‐item EE Scale that loaded onto eight factors: EE Digital Creativity, Gaming, Internalized, Music, Niche Activities, Reading and Listening, Social Interaction, and Viewing. Study 2, in which the scale was implemented, aimed to explore the frequency of EE activities and examined whether EE predicts learners' perceived speaking ability in different settings. Learners from Scandinavia (N = 197) and Asia (N = 125; China and Turkey) participated. Data analyses showed that both samples engaged most frequently in EE Music, Viewing and Reading and Listening. Ordinal regression analysis revealed that EE predicts perceived speaking ability in both contexts, but differently so. Thus, EE seems to play different roles for learning English in the different settings. Implications are discussed regarding the context‐specific nature of EE.
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斯堪的纳维亚和亚洲的校外英语:量表开发、学习者参与度和感知口语能力
本文包括两项国际研究。研究 1 的目的是制定一个量表,测量学习者自愿、非正式、校外参与英语(即所谓的校外英语(EE)活动)的频率。研究包括三个阶段--试点研究、探索性因素分析和确认性因素分析--然后测量量表的重测信度和已知群体效度。来自斯堪的纳维亚(丹麦、挪威和瑞典)和土耳其的 L2 英语学习者(N = 907;平均年龄:17 岁)参加了研究。分析得出了一个包含 32 个项目的 EE 量表,该量表包含 8 个因子:EE 数字创意、游戏、内化、音乐、利基活动、阅读与聆听、社交互动和观看。研究 2 采用了该量表,旨在探索 EE 活动的频率,并研究 EE 是否能预测学习者在不同环境中的感知口语能力。来自斯堪的纳维亚(N = 197)和亚洲(N = 125;中国和土耳其)的学习者参加了这项研究。数据分析显示,这两个样本最常参与的 EE 活动是音乐、观看和阅读与聆听。序数回归分析表明,在这两种情境中,EE 对感知的口语能力都有预测作用,但作用不同。因此,在不同的环境中,英语环境似乎对英语学习起着不同的作用。本文还讨论了 EE 的特定语境性质所带来的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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