Exploring the Relationship Between Out-of-class Engagement with English and Academic Achievement at University Level

Document Type : Research Article

Author

Department of Spanish, Modern and Classical Languages (English Philology), Faculty of Philosophy and Arts, University of the Balearic Islands, Palma, Spain

Abstract

In recent decades, the advancement of information and communications technology (ICT) has transformed language learning by providing learners with extensive exposure to the target language beyond the classroom, impacting language learning methodologies and assessment practices. This study examined the out-of-class English-language-related practices of 91 prospective primary teachers at the University of the Balearic Islands and their influence on academic achievement. Using a questionnaire and the participants’ grades, the study revealed significant differences in engagement frequency and grades across reading, writing, speaking, and final course grades, highlighting the positive impact of informal practices on academic achievement. No significant gender-related differences in the choice and frequency of informal language activities were observed, except for involvement in digital gaming and ‘other’ activities. These findings emphasize the need for L2 teachers to integrate real-world language use into formal instruction, fostering more meaningful teaching and assessment practices aligned with 21st-century learning.

Keywords

Journal of Research in Applied Linguistics
Volume 15, Issue 2
October 2024
Pages 103-116

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