INTRODUCTION
LITERATURE REVIEW
Definition of OCLL activities
Researchers have used various terms to describe out-of-class learning activities, with Ihsan (2012) compiling these different terminologies Notable examples include "out-of-class learning" as defined by Benson (2011) and "out-of-class language activity" as described by Hyland.
In the realm of language learning, various studies have explored out-of-class practices and strategies, including those by Al-Otainbi (2004), Anderson (2004), and Pikard (1996) Notably, Hyland (2004) emphasized the need to differentiate between learner strategies and learner activities, a distinction that is crucial for understanding effective language acquisition.
In 1990, strategies were defined as the deliberate actions and techniques employed to achieve specific goals Consequently, language learning strategies are the purposeful actions aimed at enhancing the understanding, internalization, and application of a target language Out-of-class strategies encompass activities conducted outside the classroom, which may serve both recreational and educational purposes This study aims to explore the broader scope of English usage beyond the classroom, leading to the adoption of the term "out-of-class activities." Various researchers, including Maros and Saad, have contributed to the definition of "out-of-class learning activities."
Out-of-class language learning (OCLL) strategies encompass activities that language learners engage in using the target language beyond the classroom setting McKinney et al (2004) identified specific examples of these activities, including volunteer work, internships, service learning, and participation in school organizations and extracurricular activities Yap (1998) described "out-of-class learning activities" in the context of Hong Kong as informal learning experiences occurring outside the classroom Additionally, Sundqvist (2011) referred to these activities as "extramural English," which includes any linguistic interactions or engagements that learners pursue outside traditional educational environments.
OCLL activities, as defined by Sumonviriya (2007), encompass a range of learner-initiated engagements that extend beyond traditional classroom assignments These activities can be categorized into direct and indirect forms; direct activities are those that students intentionally pursue to enhance their English learning, while indirect activities are pursued for enjoyment yet still contribute to their language development Examples include grammar exercises, conversation exchanges, and even playing video games, all of which foster English proficiency in enjoyable and meaningful ways.
OCLL activities encompass various student actions related to English language use, including listening, speaking, writing, vocabulary, and grammar learning, outside the traditional classroom environment (Maros & Saad, 2016) It is important to note that students participate in these activities voluntarily, whether for direct or indirect purposes.
Classification of OCLL activities
The classification of Out-of-Class Language Learning (OCLL) activities, primarily based on Benson's 2001 framework, has gained widespread recognition among researchers and scholars, including Wiengnil (2010), Hyland (2004), and Manfred (2012) This classification divides OCLL activities into three key categories: self-instruction, self-directed naturalistic language learning, and naturalistic language learning.
Self-instruction involves students independently focusing on language form to enhance their target language skills This process includes learners proactively planning their studies, organizing their learning activities, and seeking out references and resources without relying heavily on teachers or native speakers.
6 the language The obvious examples of this kind of OCLL are reading a grammar book to improve grammar, doing writing or listening to phonetics
2.2.2 Self-directed naturalistic language learning
According to Benson (2001), OCLL (Out-of-Class Language Learning) occurs when learners engage in language-related activities without a direct focus on language acquisition These activities may be motivated by other interests, such as reading an English newspaper primarily for news while hoping to enhance vocabulary Other examples include listening to English songs, watching films and TV shows, or playing video games in English, all of which serve as enjoyable sources that can also facilitate language learning.
Natural language learning occurs naturally during real communication with other speakers, where learners engage with the target language without the explicit goal of learning it This process involves unintentional learning through direct interactions within the community of the target language For instance, students participating in discussions with English-speaking classmates or colleagues exemplify this immersive learning experience.
The primary distinction between the three types of OCLL (Out-of-Class Language Learning) lies in the learners' intentions during their activities Self-instruction focuses solely on enhancing language proficiency, while naturalistic language learning sees language acquisition as a secondary outcome of engaging with speakers of the target language This difference highlights that self-directed naturalistic learning prioritizes communication and interaction, with language skills developing as a natural by-product of these experiences.
Language learning effectively combines self-instruction and naturalistic experiences, allowing learners to create their own opportunities for engagement The primary focus is not solely on mastering the language itself, but rather on enhancing communication skills and exploring concepts that extend beyond linguistic proficiency.
Advantages of OCLL activities
Numerous researchers advocate for out-of-class activities, highlighting their significant benefits for language learning Key advantages include enhanced exposure to the target language, improved learning proficiency and outcomes, and the promotion of learner autonomy.
2.3.1 Increasing the exposure to the target language
In countries where English is not the primary language, students often experience limited exposure to authentic English environments, relying primarily on classroom instruction for their learning Outside the classroom, they are surrounded by their native language, which restricts their opportunities to engage with English materials and practice the language in real-life situations Furthermore, English language instruction in these non-English speaking nations, like Taiwan, typically utilizes textbooks and pre-selected materials, which may not provide the immersive experience needed for effective language acquisition.
Despite the valuable information provided by textbooks, students often show little interest due to a lack of meaningful engagement This issue is prevalent in various EFL contexts where students share the same native language and have limited exposure to the target language outside the classroom In Vietnam, the situation is similarly challenging Research by Suh et al (1999) highlights that while out-of-class learning activities are beneficial, they cannot replace the necessity of in-class instruction However, relying solely on classroom teaching is insufficient for EFL learners to effectively practice the target language.
Many students in Nunan's (1989) study believed that classroom instruction alone was inadequate for improving their English proficiency, highlighting the importance of out-of-class learning environments Stoller (2002) supports this view, emphasizing that such activities help reinforce classroom learning Engaging in real-life contexts allows students to connect their knowledge with authentic language input (Pearson, 2004) As Griffiths & Keohane (2000) noted, learning should extend beyond traditional textbooks and structured practice Ellis (1994) argued that combining formal instruction with natural language exposure enhances language learning outcomes Benson (2001) further stated that students should understand language as something to be experienced rather than memorized, enabling them to discover numerous opportunities for meaningful learning outside the classroom.
OCLL provides learners with opportunities to engage in practical activities outside the classroom, helping them recognize that English is present in their daily lives, even in non-English-speaking environments Guo (2011) emphasizes that involving students in real-life situations expands their learning environment, moving beyond the formulaic English found in textbooks Out-of-class activities enhance students' exposure to English in familiar contexts, as evidenced by Guo's study, which revealed that students frequently overlook everyday language like signs and restaurant menus.
9 in the environment outside the class That is the reason why teachers should bring their students‟ attention to those learning opportunities
2.3.2 Improving the learning proficiency and outcome
Research indicates that out-of-class learning (OCLL) significantly enhances second language development, as demonstrated by Nunan's studies on successful language learners (1991) Lai, Zhu, and Gong (2015) affirm that OCLL is crucial for effective language acquisition, with Hyland (2004) noting its substantial contribution to ESL learning Teachers observe that students who engage with the target language outside of class show greater progress, and a correlation between English proficiency and OCLL has been established (Olsson, 2012) Studies reveal that students who actively participate in OCLL tend to achieve higher proficiency levels For instance, Halbach (2000) found that successful students in her English course employed effective learning strategies outside of class more frequently Nunan (1989) also noted that many students felt classroom instruction alone was inadequate, highlighting the importance of incorporating OCLL for improved language competence Additionally, Chan (2016) explored the impact of popular culture on OCLL, finding that self-initiated, interest-driven activities significantly enhanced language learning proficiency.
Research indicates that out-of-class language learning (OCLL) significantly enhances learners' language proficiency, particularly in communicative contexts Bialystock (1981) found that engaging in OCLL aids language skill development, while Kuh et al (1994) highlighted the positive correlation between out-of-class experiences and educational gains, including critical thinking and interpersonal skills Lai, Zhu, and Gong (2015) demonstrated that EFL learners benefit from out-of-class activities, with students reporting improved marks, enjoyment, and confidence when participating in meaningful language use, such as watching films and listening to music Furthermore, in today's tech-driven environment, students utilize technology for language learning through activities like gaming, using platforms like Skype and podcasts, and watching English media, which positively influences their proficiency levels Piirainen-Marsh and Tainio (2009) also confirmed that video games enhance language learning by providing opportunities for practice and exposure to various English accents.
Research indicates a strong correlation between higher learning proficiency and improved academic outcomes Robb and Kano (2013) demonstrated significant differences in language learning results between students who engaged in extensive reading outside the classroom and those who did not Waite (2011) reinforced this by highlighting the positive impact of out-of-class activities on academic performance, noting that students, particularly children, are more engaged and achieve better results when their interests and outdoor activities are integrated into the learning process Additionally, Hafiz and Tudor (1989) found that out-of-class activities significantly enhanced performance across various tasks, with their study showing notable improvements in all seven language tests among participants who dedicated one hour per day to pleasure reading for three months.
Rubin (1975) identified seven key traits of successful language learners, emphasizing the importance of out-of-class strategies such as engaging with native speakers and attending cultural events like cinema This suggests that out-of-class learning is essential to enhance mainstream English as a Foreign Language (EFL) programs According to Dürnyei & Skehan (2003), exposure to the target language outside the classroom is one of the most vital attributes of an effective language learner.
Out-of-class activities significantly enhance learner autonomy, as highlighted by Pegrum (2000), who notes that they empower students to take charge of their foreign language learning beyond the classroom Stoller (2002) further emphasizes that these activities foster a student-centered approach, promoting cooperation and motivation, which ultimately boosts students' confidence and self-efficacy in their language acquisition journey.
Learner autonomy, defined by Holec (1981) as the ability to take charge of one's learning, emphasizes the importance of responsibility and self-judgment in educational activities Benson (2001) notes that autonomous learners can control their own learning processes, while Dam (1995) highlights that they set their own goals, select materials and methods, implement their choices, and evaluate their outcomes Little (2007) connects this concept to learner-centered theories within constructivist epistemologies, often referring to it as "independent learning." Out-of-class learning activities (OCLL) are linked to autonomous learning as they promote independence beyond the formal classroom According to Pearson (2004), students engaged in out-of-class activities demonstrate the trait of autonomy.
Benson (2001) highlights that autonomous learning has been a focal point for researchers in language education for over three decades, emphasizing its potential to improve language pedagogy outcomes Evidence from various studies, including Pearson (2004), indicates that learners can exercise autonomy to varying degrees, which significantly motivates students by providing flexibility and personal engagement Little (2009) adds that autonomous learners often feel more competent as they take initiative in their learning processes A small-scale study by Lamb (2002) found that successful students attributed their achievements to autonomous learning outside of formal education, while those who struggled often blamed their classroom experiences Additionally, Norton and Toohey (2003) explored learner motivation in the context of autonomous language learning, noting the variability among these self-directed learners.
Autonomy significantly influences language learning success, as it is enhanced by out-of-class activities This quality enables learners to cultivate lifelong learning habits, fostering a continuous desire for knowledge and self-improvement, particularly in language skills.
Factors that influence the choice of out-of-class learning activities
The context of learning significantly impacts its success, as highlighted by Guo (2011) and supported by Hyland (2004), who emphasized the importance of context in studies of out-of-class learning In Hong Kong, despite the government's promotion of English as essential for higher education and career advancement (So, 1989), the local environment poses challenges for practicing English outside the classroom Participants in Hyland’s research (2004) noted that they often refrained from using English due to its negative connotations, with many perceiving English speakers as arrogant or seeking to display superiority This perception aligns with findings from Lin (1996) and Pennycook (1997), which suggest that English can symbolize social distance and power, reinforcing its status as a colonial language Thus, the negative associations surrounding English in Hong Kong illustrate the crucial role of context in facilitating or hindering out-of-class language activities.
Out-of-class activities are significantly influenced by the context in which they occur, but personal choice and enjoyment also play crucial roles Students tend to engage more effectively with activities that align with their individual interests and needs (Pickard).
Research indicates that students are less inclined to engage in activities that they do not find enjoyable (Doyle & Parrish, 2012) Hyland (2004) found that participants' choices for out-of-class activities were significantly influenced by their intrinsic interest in those activities This aligns with Murray's (2004) study, which identified learning needs and personal interest as the two primary factors driving participants' preferred learning methods.
Belief plays a crucial role in the effectiveness of learning activities outside the classroom, particularly for ESL learners Research indicates that students' beliefs about language learning (BALLs) significantly influence their choice of learning strategies and self-regulation For instance, Manfred's 2012 study revealed that students engaging in out-of-class activities generally held more positive beliefs about their English learning abilities These students were more likely to agree that "Everyone can learn to speak a foreign language" and felt confident in their capacity to learn English, enjoy practicing with native speakers, and believe that proficiency in English would enhance their job prospects Conversely, Barker's 2004 study highlighted that many participants, regardless of their proficiency level, expressed skepticism about speaking English outside the classroom, often suggesting that such practices were only suitable for highly motivated or advanced learners due to their lack of belief in the benefits of out-of-class practice and their own abilities.
15 simply, in order for learners to wish to try this kind of practice, they must first believe in the advantages that out-of-class activities bring to.
Review of previous related studies
OCLL activities have garnered considerable interest from researchers globally, leading to numerous studies that have yielded significant findings This section reviews these studies conducted in diverse contexts, highlighting their remarkable results.
This part presents the researches into various aspects of OCLL topic in the countries where English are taught and learnt as the second language
In 2012, Manfred conducted a study on the beliefs about language learning (BALLs) and out-of-class language-learning activities among young adult ESL learners in Hong Kong, utilizing questionnaires for data collection The results revealed that watching films and television, as well as reading and listening, were the most frequently engaged activities outside the classroom Additionally, a correlation was found between BALLs and the execution of these activities, indicating that learners who viewed out-of-class language-learning activities as beneficial held more positive beliefs about their English learning, as reflected in the Beliefs About Language Learning Inventory (BALLI) items.
In a study conducted by Pickard (1996), out-of-class language learning activities of 20 English students in Germany were examined through a questionnaire and in-depth interviews The findings revealed that students predominantly engaged in passive activities, such as reading and listening, due to the easy accessibility of materials In contrast, active skills like speaking and writing received less focus, primarily because of limited opportunities to practice speaking in a foreign language environment Additionally, students reported choosing activities and learning materials based on their individual needs and intrinsic motivation.
Hyland (2004) conducted a study on the out-of-class language strategies of 228 student teachers in Hong Kong, utilizing a combination of questionnaires, interviews, and learners' diaries for data collection The findings revealed that these English teacher trainees primarily engaged with the language through receptive skills, such as reading academic materials, browsing the internet, and watching videos, with minimal focus on productive skills, notably only writing emails The study highlighted that the reluctance to speak English stemmed from a fear of making mistakes and the social stigma associated with face-to-face interaction, which participants perceived as "showing off" in Hong Kong culture.
Suh et al (1999) conducted a qualitative study to investigate the out-of-class language learning experiences of non-native English speakers and their influence on second language conversational skills Utilizing structured interviews, the research involved eight international students enrolled in an intensive English as a Second Language program at an American university The findings indicated that leisure activities, particularly those focused on listening comprehension, significantly enhanced students' conversational abilities However, the researchers noted that not all leisure activities are effective for every learner, and they cannot substitute for classroom instruction Additionally, it is essential for teachers to guide students in selecting activities that align with their individual characteristics.
2.5.2 Previous related studies in Viet Nam
It is a fact that the paramount importance of English has become a common knowledge in Vietnam and a large number of English learning methods and
17 approaches have been spread to learners Nevertheless, the number of researchers into the topic of OCLL in Vietnam has been very modest so far
Nguyen's (2016) study explored the technologies utilized by University of Technology (ULIS) students for self-directed English learning, revealing both the effectiveness and limitations of this approach based on their experiences Employing a mixed-methods strategy, the researcher gathered data through questionnaires and observations The findings indicated that students primarily used online dictionaries and mobile applications, engaging with English through activities like listening to music, watching films, and playing games However, the time allocated for these activities was limited, and the focus was not primarily on enhancing English knowledge Consequently, the researcher recommended further investigation into the correlation between in-class technology use and independent English learning through technology.
In a study by Truong (2018), the reality of English speaking skills practice at IUH was examined, along with practical activities to enhance students' speaking abilities outside the classroom A questionnaire was distributed to 160 students, revealing that all English skills, including speaking, require regular and long-term practice To improve their English competence, Truong recommended that students engage in activities such as joining English speaking clubs, visiting English speaking cafés, utilizing English in real-life situations, and using applications for speaking practice While the study was successful, it primarily focused on out-of-class speaking skills, indicating a need for further research into other aspects of out-of-class language learning.
Research on out-of-class English learning has been limited in Vietnam, primarily focusing on university students To address this gap, the current study shifts its focus to high school students, aiming to enhance understanding of English learning practices among younger learners.
Summary
This chapter has reviewed relevant literature that establishes the theoretical and conceptual framework for the study on Out-of-Class Language Learning (OCLL) It began by defining OCLL, discussing its classifications and benefits for learners Subsequently, it examined the factors influencing the selection of OCLL activities and highlighted previous research related to this topic These insights informed the development of the questionnaire and interview questions aimed at exploring the out-of-class English learning experiences of 10th-grade students The following chapter will detail the methodology of the investigation.
METHODOLOGY
Restatement of research questions
The current study investigates the out-of-class English learning activities of 10th grade students at a high school in Hai Duong province The researcher aims to address specific questions regarding these activities and their effectiveness in enhancing students' English language skills.
(1) What English learning activities do 10 th grade students implement out of the classroom?
(2) What factors affect their choice of out-of-class English learning activities?
(3) What are students' attitudes towards the use of out-of-class activities?
Context of the study
A study was carried out at a high school established in 1962 in Hai Duong province, which currently accommodates 36 classes, nearly 100 educators across various subjects, and over 1,500 students from surrounding villages.
The teaching staff consists of 9 English teachers, most of whom have at least
With three years of teaching experience, the educators involved in this research hold degrees from various universities in Vietnam, including four with a Master of Arts from ULIS, Vietnam National University, Hanoi They participate annually in summer training courses organized by the Hai Duong Education and Training Bureau to enhance their English teaching methods and improve overall teaching quality The researcher obtained permission from the principal and received support from fellow English teachers to conduct this study.
At this school, English is prioritized as a vital subject, with students attending three English classes weekly using dedicated textbooks Selective classes benefit from an additional period to enhance their understanding and skills Furthermore, the school emphasizes the significance of English through monthly speaking contests, providing students with opportunities to improve their speaking abilities and broaden their knowledge of the English language.
Students from this school, located in 20 countries worldwide, consistently achieve high scores in English provincial exams for gifted students This success is attributed to a positive learning environment that emphasizes quality teaching and continuous investment in English education.
The study focused on 10th-grade students from a selected school in Hai Duong province for two key reasons Firstly, the researcher taught English to this grade, facilitating easier access to the students Secondly, unlike other grades, 10th-grade students were not preoccupied with university entrance exam preparations, allowing them to engage enthusiastically in the survey.
There are over 500 students in grade 10 However, the researchers only randomly selected 100 students from four classes To have fair and typical results,
A total of 100 students, equally divided between English selective and non-selective classes, were randomly selected for this study These 16-year-old participants, comprising both males and females, primarily reside in rural areas of Vietnam Most have studied English for eight years, adhering to the compulsory education guidelines set by the Ministry of Education and Training Consequently, their overall proficiency in English is at a low average level.
The study utilizes survey research to investigate students' out-of-class English learning activities, the factors influencing their choices, and their attitudes towards these activities This method was chosen for its ability to engage a large number of participants, ensuring a more accurate sample for drawing conclusions and making informed decisions Additionally, the anonymity provided by surveys encourages respondents to give more honest and valid answers.
The research objectives are met through a combination of quantitative and qualitative data Initially, quantitative data is collected, followed by qualitative insights from student interviews, allowing for a more precise and profound interpretation of the findings.
In this study, questionnaire and semi-structured interviews were employed as the data gathering techniques
The researcher opted to use a questionnaire for data collection due to its advantages, including the ability to gather both quantitative and qualitative data This method allows for a broader reach within the population compared to other techniques The questionnaire, focused on out-of-class English learning activities, was developed following a thorough review of relevant literature (Hyland, 2004; Manfred, 2012; Wiengnil, 2010).
The questionnaire consists of two sections: the first part, including questions 1 and 10, gathers background information from participants and assesses their willingness to participate in a follow-up interview The second part addresses three key research questions, with questions 3 and 4 investigating the English activities that 10th-grade students engage in outside the classroom Questions 8 and 9 examine the factors influencing their selection of these out-of-class English activities, while questions 2, 5, 6, and 7 focus on their attitudes towards these activities.
To prevent misunderstandings among respondents, the questionnaire was translated into Vietnamese and piloted with five students who were not part of the selected participants, ensuring clarity and avoiding confusion during the survey process.
In this study, a semi-structured interview protocol based on the works of Suh et al (1999) and Hyland (2004) was utilized to gather detailed insights into students' participation in out-of-class English language activities The researcher chose this interview format to facilitate two-way communication, enabling both the interviewer and participants to ask questions and engage in comprehensive discussions Additionally, the conversational tone of the interviews helped participants feel more at ease, encouraging them to share their genuine opinions.
The researcher gained deeper insights into specific aspects that questionnaires alone could not uncover To eliminate language barriers and enhance the accuracy of responses, all interview questions were presented in Vietnamese.
A questionnaire was administered to 100 students from four 10th-grade classes at a selected school, following a consistent data collection procedure Initially, the purpose and methodology of the questionnaire were clearly presented to the students To prevent misunderstandings that could lead to invalid responses, all questions were thoroughly explained in Vietnamese After the researcher’s detailed explanation, the students completed the questionnaire simultaneously, and it was collected by the researcher 20 minutes later.
Despite many participants agreeing to partake in the follow-up interview, the researcher selected only 7 random students for semi-structured interviews This approach aimed to compare the data and delve deeper into their previous questionnaire responses The study involved meticulously planned one-on-one interviews to gather detailed insights.
Data collection instruments
In this study, questionnaire and semi-structured interviews were employed as the data gathering techniques
The researcher opted to utilize a questionnaire as a primary data collection method due to its advantages, including the ability to gather both quantitative and qualitative data This approach allows for the collection of information from a wider population compared to other methods The questionnaire focused on out-of-class English learning activities and was developed following a comprehensive review of relevant literature (Hyland, 2004; Manfred, 2012; Wiengnil, 2010).
The questionnaire consists of two sections: the first part, including questions 1 and 10, gathers background information from participants and assesses their willingness to participate in a follow-up interview The second part addresses three key research questions, with questions 3 and 4 investigating the English activities that 10th-grade students engage in outside the classroom Questions 8 and 9 identify the factors influencing their selection of these out-of-class English activities, while questions 2, 5, 6, and 7 examine the students' attitudes towards these activities.
To prevent misunderstandings among respondents, the questionnaire was translated into Vietnamese and piloted with five students who were not part of the selected participants, ensuring clarity and reducing potential confusion for the actual participants.
In the current study, a semi-structured interview protocol, based on the work of Suh et al (1999) and Hyland (2004), was utilized to gather in-depth insights into students' participation in out-of-class English language activities The researcher chose this format to promote two-way communication, enabling both the interviewer and participants to ask questions and engage in thorough discussions Additionally, the conversational tone of the interviews fostered a comfortable environment, encouraging participants to share their genuine opinions.
The researcher gained deeper insights into specific aspects that questionnaires alone could not uncover To eliminate language barriers and enhance the accuracy of responses, all interview questions were presented in Vietnamese.
Data collection procedures
A questionnaire was administered to 100 students from four 10th-grade classes at a selected school, following a consistent data collection procedure across all classes The researcher introduced the purpose and methodology of the questionnaire to the students, ensuring clarity by explaining each question in Vietnamese to prevent misunderstandings that could lead to unhelpful responses After the explanations, the students completed the questionnaire simultaneously, and the researcher collected the completed forms after 20 minutes.
The researcher conducted semi-structured interviews with seven randomly selected students, despite many participants indicating their willingness to participate in follow-up interviews This approach aimed to compare the data and delve deeper into the students' previous questionnaire responses The study focused on one-to-one interactions to gather more detailed insights.
Each interview, lasting around 10 minutes, was recorded with the participants' consent The recordings were subsequently transcribed and analyzed as qualitative data, providing clarity on certain aspects of the questionnaire.
Data analysis methods
Data for the study was collected through questionnaires and interviews The researcher utilized SPSS 20 software to conduct a quantitative analysis, focusing on descriptive statistics such as percentages, mean scores, and standard deviations In contrast, qualitative analysis was applied to the interview data and open-ended questionnaire responses, providing insights into participants' decisions regarding out-of-class activities and their perceptions of the effectiveness of these activities for enhancing their English language development.
Summary
This chapter outlines the study's methodology, detailing the research setting, teaching and learning conditions at the selected high school, and the overall research design It includes the research approach, procedures, and data collection instruments, such as questionnaires and interviews, as well as the methods for data collection and analysis.
FINDINGS AND DISCUSSION
Research question 1: What English learning activities do 10th grade students
The findings from question 4 of the questionnaire reveal the diverse English learning activities undertaken by 10th graders outside the classroom, as presented in Table 4.1 To analyze these results, mean scores and standard deviations were calculated.
Table 4.1: Out-of-class English learning activities that students reported engaging in
Read newspapers and magazines 100 1.00 4.00 2.1000 99443 Read academic books and articles 100 1.00 4.00 2.3000 1.05935
Talk to people in daily life 100 1.00 4.00 2.7000 1.05935
Table 4.1 reveals that the most favored activity among students was listening to English songs, with a mean score of 4.2 and a standard deviation of 0.79 This was closely followed by surfing the internet and watching videos, both achieving a mean score of 4.00 and a standard deviation of 0.82 According to Benson (2001), these activities fall under self-directed naturalistic language learning, as they are primarily pursued for entertainment while simultaneously facilitating the acquisition of the English language.
In addition, beyond the wall, students also carried out the activities such as
“watch TV programs”, “chat with friends”, “read slogans and advertisements” and
“talk with people on daily life” with moderate frequency These activities received the mean scores of 3.40, 3.30, 3.00 and 2.70 respectively and the standard deviations of 0.84, 1.16, 1.15 and 1.06
Next, “speak with family members”, “read academic books and articles”,
Activities such as reading novels, newspapers, and magazines, talking on the phone, engaging in self-talk, and attending meetings were reported with low frequency, receiving mean scores ranging from 1.90 to 2.60 This indicates a clear lack of entertainment value in these activities, which likely accounts for their lower appeal among participants.
Lastly, “listen to radio” and “write emails” were the activities that students never used These two activities received the same smallest mean score of 1.40 and
Radios have fallen out of favor in today's media landscape, primarily due to their lack of interactivity compared to platforms like the Internet and television In Vietnam, email usage is more prevalent among workers than students, contributing to the decline in radio listenership and email writing outside of academic settings These trends highlight the shifting preferences in communication methods among different demographics.
In a recent questionnaire, three participants not only selected activities but also shared additional English-related activities they engage in outside the classroom Notably, two students highlighted their participation in the school’s English speaking club, while another participant mentioned playing games as a way to practice English.
A diverse range of out-of-class learning activities in English is popular among students, with varying frequencies of engagement Notably, 10th graders favor activities such as listening to English songs, surfing the Internet, and watching videos, which are commonly practiced.
Based on the questionnaire results, the researcher conducted interviews to gather in-depth responses from participants Two students shared their involvement in a weekly English speaking club at school, where speaking Vietnamese was prohibited, fostering an immersive English environment through activities like chit-chatting and singing Additionally, one student highlighted the benefits of playing games, which allowed him to communicate with international peers and enhance his speaking and listening skills Another participant focused on educational activities, spending her free time watching presentations from renowned scholars, which not only improved her English but also inspired her to grow personally.
27 enrolled online lessons and watched VTV4 channel which delivered news in English and had many educational programs exclusively for English learners
Most students preferred out-of-class English activities that fell under the category of self-directed naturalistic language learning, allowing them to enhance their English skills in a comfortable and enjoyable manner This aligns with Doyle and Parrish (2012), who noted that students are less likely to engage in activities that they do not find enjoyable Additionally, the most frequently engaged activities included listening to English songs and surfing the Internet.
The limited availability of English resources for productive skills, such as speaking and writing, may hinder students' ability to practice these skills, as they often rely on receptive skills like reading and listening The absence of foreigners in their environment further discourages real-life English conversation, while cultural factors in Asian societies contribute to a fear of making mistakes and losing face when speaking Additionally, public speaking in English can be perceived as "showing off," creating social distance among peers These findings align with previous research, highlighting the challenges faced by learners in developing their English speaking abilities.
A study by 1996 highlighted that German learners of English primarily focused on receptive skills due to limited opportunities for practicing oral skills in an EFL environment Similarly, Hyland (2004) found that student teachers in Hong Kong dedicated most of their time to receptive activities, such as listening and reading, while avoiding face-to-face interactions These findings indicate a parallel between the contexts of Vietnam and Hong Kong, where students predominantly engage in receptive skills over productive ones.
Individuals from similar Oriental cultural backgrounds tend to require less face-to-face interaction, which may be influenced by the use of English as a second language in these countries The current study aligns with Manfred's (2012) findings, highlighting that the most favored receptive activities include watching films and television, as well as reading and listening.
Research question 2: What factors affect their use of out-of-class English
The researcher initially examined the extrinsic factors influencing students' selection of out-of-class English activities, followed by an analysis of the language skills and knowledge the students sought to enhance through their choices.
4.2.1 Extrinsic factors that decided students’ choice of out-of-class English activities
Figure 4.2.1 highlights the external factors affecting students' selection of out-of-class English learning activities Notably, 100% of participants indicated that their choices were driven by personal interests, allowing them to enhance their English skills while simultaneously enjoying relaxation and entertainment Additionally, half of the participants shared their perspectives on the importance of these activities.
The context significantly influenced students' use of English outside the classroom, with over 30% indicating that their extracurricular activities were driven by assignments from teachers For instance, one student participated in an international scientific contest, necessitating a presentation in English to communicate effectively with judges and contestants from various countries This highlights that speaking English became essential for meaningful interaction rather than just a source of enjoyment Additionally, students noted that specific classroom lessons prompted them to engage in speaking activities at home, demonstrating that teacher guidance plays a crucial role in encouraging English usage beyond school Overall, the context in which students learn directly impacts their motivation and opportunities to practice English outside the classroom.
Data analysis reveals that students' choices of out-of-class English activities are influenced by their interests, personal needs, and contextual factors Hyland's (2004) research supports this, showing that students prefer activities that they find intrinsically interesting Similarly, Pickard (1996) found that students engage most with activities tailored to their personal needs Additionally, Guo (2011) emphasizes the importance of the learning context, highlighting its critical role in the overall success of learning.
A study involving seven participants was conducted to explore how beliefs about out-of-class English learning influence their choices When presented with the statement, “English out-of-class activities only work for those whose language is already at a high level,” five out of seven participants strongly disagreed They emphasized that success in learning English depends on the method used, along with factors such as passion, determination, and the amount of time dedicated to exposure to the language.
“No matter how low level of English a person has, as long as he is determined, his English will become better.” (#Subject 5)
The other two students, however, thought that using English outside the classroom with high frequency only helped the low-English learners get used to it and become more confident
“I think when my English hasn’t reached intermediate level yet, using it often only makes me more confident and bolder to face to my mistake.” (#Subject 6)
“I will just get used to using English outside the classroom If I want to be better at English, I need an instructor.” (Subject #7)
All six participants emphasized that expanding their English skills should not be limited to graduation or work They believe that youth is a significant advantage, as learning English at an early age facilitates easier knowledge acquisition.
Learning English at a young age is crucial, as our cognitive abilities tend to decline over time Additionally, as we grow older, we face numerous responsibilities that can hinder our language acquisition.
One participant expressed a differing viewpoint, believing that for students in the natural sciences, expanding their English skills during high school was not essential He argued that their primary focus should be on successfully passing the university entrance exam.
To prepare for my upcoming university exams, I need to prioritize my studies in Maths, Physics, and Chemistry over improving my general English skills Additionally, I should focus on expanding my specialized English vocabulary to support my future career.
Based on all the answers of 7 interviewees, regarding to positive belief to the learning of out-of-class English activities, #subject 1, 2,3, 4 and 5 ranked first and
Despite being ranked last, #subject 7 actually dedicated more time to out-of-class English learning each week than both #subject 2 and #subject 4 This indicates that a positive attitude towards out-of-class English does not necessarily correlate with performance rankings.
The study reveals a correlation between the frequency of usage and its impact, differing from Manfred's (2012) findings, which indicated that participants engaging in out-of-class activities developed more positive attitudes towards their English learning.
In summary, interest, personal needs and contexts are the factors that have the influence on the choice of students‟ out-of-class English activities
4.2.2 The language skills and language knowledge that affected students’ choice of out-of-class English activities
The researcher examined the impact of language skills and knowledge on students' selection of out-of-class English activities, in addition to previously mentioned extrinsic factors.
Table 4.2.2: The language skills and language knowledge affected students' choice of out-of-class English activities
Table 4.2.2 highlights the language skills and knowledge that 10th-grade students prioritized when selecting out-of-class English activities Notably, speaking and listening skills emerged as the most favored, with listening skills at 90% and speaking skills slightly higher at 93% This strong preference for speaking and listening may be linked to the significant vocabulary knowledge reported at 85%, which far exceeds the emphasis on grammar.
In fact, it is vocabulary, not the grammar, plays the essential role to express ideas successfully when listening and speaking The two other skills, reading and writing,
Only a minority of students focused on the 32 skills, which accounted for 24% and 5%, respectively This finding aligns with the researcher's observations that Vietnam's traditional education curriculum heavily emphasizes grammar, reading, and writing skills As a result, students may feel either content with their proficiency in these areas or experience boredom due to the lack of variety in their learning.
In short, speaking skills, listening skills and vocabulary were considered the most when students chose English activities to implement outside the classroom
Despite previous findings suggesting that students primarily engage in receptive activities while focusing on communication skills, interviews with seven participants revealed deeper insights One student noted that listening to English songs helped him improve his pronunciation by mimicking the singers This emphasis on pronunciation was echoed by other participants, highlighting its significance in their learning process.
Research question 3: What are students' attitudes s towards those out-of-class activities?
As regard to this research question, the researcher explores firstly the importance of the use of out-of-class English in students‟ life, then the advantages
33 of out-of-class English activities reported by students and finally students‟ evaluation of effectiveness of out-of-class English activities
4.3.1 The importance of the use of out-of-class English in students’ daily life
Figure 4.3.1 highlights the significance of using English outside the classroom in students' daily lives, revealing a notable disparity in its perceived importance The report indicates that 40% of students view out-of-class English usage as very important, while an additional 20% consider it important Conversely, 40% of students acknowledge that English plays a minimal role outside the classroom Despite varying opinions on its importance, all students recognize the impact of English in their everyday experiences.
An interview with seven participants was conducted to gain deeper insights into students' attitudes towards using English outside the classroom, following a questionnaire All participants acknowledged the significance of English and agreed that solely relying on textbook lessons is insufficient due to their lack of practicality Furthermore, when asked about the statement, “Final exams only focus on the knowledge in textbooks, so there is no need to learn from other sources,” six participants expressed their disagreement, highlighting the necessity of learning from diverse resources.
In a recent survey, 34 interviewees voiced their dissatisfaction with textbooks, stating that they only offer basic knowledge To achieve high marks and tackle challenging questions, they felt it necessary to seek advanced information from external resources Conversely, one participant expressed contentment with the textbook material, asserting that it sufficiently prepared him for exams.
Students acknowledge the vital role of English in their lives beyond the classroom and recognize that engaging in out-of-class English activities significantly contributes to their language development.
4.3.2 Advantages of out-of-class English activities reported by students
As regard to the advantages that out-of-class English activities brought to students, the data of question 7 in the questionnaire was shown and analyzed in Figure 4.3.2
Figure 4.3.2 highlights the significant benefits of out-of-class English activities as reported by students Notably, all participants (100%) acknowledged that these activities increased their exposure to the English language Additionally, over 70% of students stated that engaging in these activities improved their English proficiency, while exactly 70% reported achieving higher marks as a result.
Out-of-class English activities significantly enhanced students' English exposure, proficiency, academic performance, and independent learning skills, with nearly half of the participants reporting improved abilities in self-directed learning.
Out-of-class English activities are essential for students, as they enhance exposure to the language and provide practical knowledge beyond theoretical classroom learning Interviews revealed that students feel these activities equip them with real-world English skills, aligning with previous research by Pearson (2004), Benson (2001), and Nunan (1989) The positive impact of these activities on English proficiency and academic outcomes is supported by findings from Nunan (1989), Olsson (2012), Robb and Kano (2013), and Waite (2011) Furthermore, this study highlights that out-of-class English activities foster independent learning, echoing Pegrum's (2000) assertion that such experiences promote autonomy in language learners, allowing them to thrive in diverse learning environments outside the classroom.
4.3.3 Students’ evaluation of the effectiveness of out-of-class English activities
Table 4.3.3 illustrates the effectiveness of English learning activities undertaken by 10th graders outside the classroom The analysis of the questionnaire results involved calculating mean scores and standard deviations to evaluate the findings.
Table 4.3.3: Students’ evaluation of the effectiveness of English language out-of-class activities
Read newspapers and magazines 100 1.00 4.00 2.7000 94868 Read academic books and articles 100 1.00 3.00 1.9000 56765
Talk to people in daily life 100 2.00 4.00 3.2000 78881
According to Table 4.3.3, the most effective out-of-class English activity reported by 10th-grade students is "listening to songs," which has a mean score of 4.20 and a standard deviation of 0.63 This is closely followed by "watching videos" and "surfing the Internet," both of which have mean scores of 4.10 and 4.00, respectively.
0.88 and 0.82 The effectiveness of these activities may explain why they were the most commonly-used as found out above by the researcher
The activities ranked lower in their effectiveness for improving English skills among students include watching TV programs, reading slogans or advertisements, engaging in daily conversations, chatting with friends, and reading newspapers and magazines These activities received mean scores of 3.33, 3.20, 3.20, 2.90, and 2.70, respectively, with standard deviations of 0.71, 0.79, 0.70, 0.74, and 0.95.
Data analysis reveals that many student activities are evaluated as ineffective, particularly those such as attending meetings, writing emails, talking on the phone, reading academic materials and novels, conversing with family members, and self-dialogue, all scoring below a mean of 2.60 The lack of engagement in these out-of-class English activities may hinder students' motivation and inspiration for learning.
Listening to radios is considered one of the least effective out-of-class English activities, as indicated by its low frequency of use reported by students.
Three students provided evaluations of additional out-of-class English activities in the questionnaire Notably, those who participated in the English speaking club and the student engaged in international games rated their experiences as effective.
The effectiveness of out-of-class English activities varies significantly, largely influenced by participants' interest in those activities.
In an interview, students were asked to recommend effective out-of-class English learning activities for a friend seeking to improve their language skills Their responses highlighted various strategies and resources that they believe can enhance English proficiency outside the classroom.
38 the effectiveness of the activities Among all the answers, “listen to music” and
Summary
This chapter has outlined the findings from a comprehensive data analysis, followed by a discussion of these results The upcoming chapter will propose potential solutions aimed at enhancing students' engagement with out-of-class English activities and optimizing their learning methods.
