Informal English Learning with Online Digital Tools: Non-Linguist Students

Autor/inn/en	Yurieva, Oksana; Musiichuk, Tetiana; Baisan, Dina
Titel	Informal English Learning with Online Digital Tools: Non-Linguist Students
Quelle	In: Advanced Education, (2021) 17, S.90-102 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yurieva, Oksana) ORCID (Musiichuk, Tetiana) ORCID (Baisan, Dina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2409-3351
Schlagwörter	Informal Education; Second Language Learning; Second Language Instruction; Computer Assisted Instruction; Computer Simulation; Role Playing; English (Second Language); Student Attitudes; Undergraduate Students; State Universities; Learning Experience; Emotional Response; Retention (Psychology); Foreign Countries; Ukraine + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Rollenspiel; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Staatliche Universität; Lernerfahrung; Emotionales Verhalten; Merkfähigkeit; Ausland
Abstract	The internet has offered numerous opportunities for educational content delivery. The main current delivery models for learning a language online range from more formal structured approaches provided by schools and universities, which typically take place in a VLE (Virtual Learning Environment) or LMS (Learning Management System), to more informal unstructured approaches, including Virtual Worlds like Second Life and MMORPGs (Massively Multiplayer Online Role-Playing Games) like World of Warcraft. The purpose of this study is to analyse the experiences and perceptions of the online digital tools that provide engagement with the English language outside the classroom by the non-linguist students at a Ukrainian public university. The study is based on the quantitative and qualitative data collected employing an online questionnaire including Likert-type ratings, multiple-choice questions, and free-text responses to open questions. The questionnaire inquires about students' experiences with 17 technologies not related to their classroom activities, how frequently they are used, how helpful the students find them for their language acquisition in general, and how useful they are considered for the development of particular language competencies (writing, reading, speaking, listening, pronunciation, grammar, communicative competence). The results of the survey attest to regular students' engagement with the English language involving online technologies, which leads to implications for foreign language learners, teachers, and researchers of second language acquisition for incorporating online digital tools for foreign language acquisition beyond the classroom. Being aware of how students engage with technology outside the classroom may facilitate educators in increasing learners' engagement with the foreign language, provide additional practice, and produce an emotional response, which increases retention of information. (As Provided).
Anmerkungen	Igor Sikorsky Kyiv Polytechnic Institute. 37 Peremohy Avenue, Building 7 Office 718, Kyiv 03056, Ukraine. Tel: +38-044-204-85-37; e-mail: ae.fl.kpi@gmail.com; Web site: https://kpi.ua/en
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01