¹Nguyen Thi Hong Minh,²Nguyen Danh Nam

¹Thai Nguyen University of Education, Vietnam

²Thai Nguyen University, Vietnam

DOI : https://doi.org/10.47191/ijsshr/v4-i10-42

Google Scholar Download Pdf
ABSTRACT

Teaching and learning English as a foreign language in a non-native community poses a lot of challenges to both teachers and students. While it is commonly shared that in-class learning does not guarantee the success of the learning, the need for the extension of learning opportunities beyond the class has been remarkably increasing, encouraging English educators to create an environment for English learning beyond the class door. This study aims to set up such environment for non-English majors at Thai Nguyen University of Education, Vietnam. A series of out-of-class English activities were conducted during October 2020 to May 2021 for non-English majors at the University. 200 students joined the study as questionnaire respondents in two phases (before and after the implement of the activities) and 10 students were selected for focus group interview. Results revealed that the majority of the students believed in-class English learning were insufficient for their demands and needs and thus expected similar activities should be carried out beyond the class. The research would be a significant case study to illustrate that efforts to include out-of-class activities in the learning process should be encouraged for the development of an extended language learning environment for the benefits of the students in places where English is largely limited within the classroom walls.

Keywords

English learning environment, out-of-class English activities, non-English majors, non-native community, Thai Nguyen University of Education

References

1) Ding, W. and Marchionini, G. 1997 A Study on Video Browsing Strategies. Technical Report. University of Maryland at College Park.

2) Benson, P. 2001. Teaching and researching autonomy in language learning. London: Longman.

3) Buckingham, A. (2009). Building students’ confidence through simple, step-by-step activities. The Language Teacher, 33(7), 21-23.

4) Chisman, F. (2008). Findings in ESL: A quick reference to findings of CAAL research on ESL programs at community colleges. New York: Council for Advancement of Adult Literacy. Retrieved from www.caalusa.org/Findings.pdf

5) Chisman, F., & Crandall, J. (2007). Passing the torch: Strategies for innovation in community college ESL. New York: Council for Advancement of Adult Literacy. Retrieved from: www.caalusa.org/eslpassingtorch226.pdf

6) Guo, S. (2011). Impact of an Out-of-class Activity on Studentsʼ English Awareness, Vocabulary, and Autonomy. Language Education in Asia, Vol 2(2), http://dx.doi.org/10.5746/LEiA/11/V2/I2/A07/Guo.

7) Gaines, I. (2015). Increasing Confidence and English Use Outside the ESL/IEP Classroom for Lower-Level Learners. ORTESOL Journal, Volume 32.

8) Hyland, F. (2004). Learning autonomously: contextualizing out-of-class English language learning. Language Awareness, 13(3), 180-202. http://dx.doi.org/10.1080/09658410408667094

9) Kuh, G., Douglas, K., Lund, J., & Ramin-Gyurnek, J. (1994). Student learning outside the classroom: Transcending artificial boundaries (ASHE-ERIC Higher Education Report No. 8 [ED39444]). Washington, DC: Graduate School of Education and Human

10) Myers, C. (1990). Sharing the power: facilitating learner independence in the adult ESL classroom. TESL Canada Journal, 8(1), 77-86.

11) Nunan, D. (1989). Designing Tasks for The Communicative Classroom. Cambridge: Cambridge University Press.

12) Nunan, D. (eds) (2014). Language Learning Beyond the Classroom. New York: Routledge.

13) Piaget, J. (1928). Judgement and Reasoning in the Child. Harcourt Brace, New York.Sheridan, J. Rethinking Andragogy: The Case for Collaborative Learning in Continuing Higher Education. Journal of Continuing Higher Education 37, no. 2 (Spring 1989): 2-6.

14) Resnick, L. (1987). The 1987 presidential address: Learning in school and out. Educational Researcher, 16(9), 13-20. http://dx.doi.org/10.2307/1175725

15) Sam, W. (1990). Drama in teaching English as a second language-A Communicative approach. The English Teacher, 19(1), 11

16) Vygotsky, L. S. (1978). Mind in society: The development of higher Psychological processes. Cambridge, MA: Havard University Press.

17) Xiao, L., & Luo, M. (2009). English co-curricular activities: A gateway to developing autonomous learners. CamTESOL Selected Papers, 5, 239-251. http://www.camtesol.org/Download/Earlier_Publications/Selected_Papers_Vol.5_2009. Pdf

18) Zandvliet, B.D., & Fraser, .B.J (2005). “Physical and Psychosocial environments associated with networked classroom” Learning Environments Research, 8, 1-17.

VOlUME 04 ISSUE 10 OCTOBER 2021