INFORMAL DIGITAL LEARNING OF ENGLISH - JU SEONG LEE DATE: SEPTEMBER 26 (SAT.), 2020 TIME: 09:45 - 12:15 (SEMINAR) - EDUHK

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INFORMAL DIGITAL LEARNING OF ENGLISH - JU SEONG LEE DATE: SEPTEMBER 26 (SAT.), 2020 TIME: 09:45 - 12:15 (SEMINAR) - EDUHK
Informal Digital Learning of English

                  Ju Seong Lee
        (The Education University of Hong Kong)

     Date: September 26 (Sat.), 2020
     Time: 09:45 – 12:15 (Seminar)
           13:30 – 16:20 (Workshop)
INFORMAL DIGITAL LEARNING OF ENGLISH - JU SEONG LEE DATE: SEPTEMBER 26 (SAT.), 2020 TIME: 09:45 - 12:15 (SEMINAR) - EDUHK
[Seminar] D1-LP-02
9:45 – 11:00:
-nature and principles of IDLE
-IDLE and language learning outcomes

11:15 – 12:00:
-Integrating IDLE into formal contexts

12:00 – 12:15:
-Q&A

[Workshop] B1-LP-02
13:30 – 14:20:
-Orientation
-E-book making tutorial

14:30 – 16:00:
-Share IDLE through E-book (Group work; 5%)

16:00 – 16:20:
-Reflective blog (Individual work; 2%)
INFORMAL DIGITAL LEARNING OF ENGLISH - JU SEONG LEE DATE: SEPTEMBER 26 (SAT.), 2020 TIME: 09:45 - 12:15 (SEMINAR) - EDUHK
INFORMAL DIGITAL LEARNING OF ENGLISH - JU SEONG LEE DATE: SEPTEMBER 26 (SAT.), 2020 TIME: 09:45 - 12:15 (SEMINAR) - EDUHK
Informal Digital Learning of English
INFORMAL DIGITAL LEARNING OF ENGLISH - JU SEONG LEE DATE: SEPTEMBER 26 (SAT.), 2020 TIME: 09:45 - 12:15 (SEMINAR) - EDUHK
https://ourworldindata.org/grapher/technology-adoption-by-households-in-the-united-
states
INFORMAL DIGITAL LEARNING OF ENGLISH - JU SEONG LEE DATE: SEPTEMBER 26 (SAT.), 2020 TIME: 09:45 - 12:15 (SEMINAR) - EDUHK
Time spent per day with digital versus traditional media in the
        United States from 2011 to 2020 (May, 2020)
                                                                  7h 31m

                                                                        6h 03m

 https://www.statista.com/statistics/565628/time-spent-digital-traditional-media-usa/
INFORMAL DIGITAL LEARNING OF ENGLISH - JU SEONG LEE DATE: SEPTEMBER 26 (SAT.), 2020 TIME: 09:45 - 12:15 (SEMINAR) - EDUHK
Informal Digital Learning of English
INFORMAL DIGITAL LEARNING OF ENGLISH - JU SEONG LEE DATE: SEPTEMBER 26 (SAT.), 2020 TIME: 09:45 - 12:15 (SEMINAR) - EDUHK
https://ourworldindata.org/grapher/daily-time-spent-on-the-internet-by-young-people
INFORMAL DIGITAL LEARNING OF ENGLISH - JU SEONG LEE DATE: SEPTEMBER 26 (SAT.), 2020 TIME: 09:45 - 12:15 (SEMINAR) - EDUHK
https://ourworldindata.org/grapher/users-by-social-media-
platform?country=Facebook~Instagram~MySpace~Pinterest~Reddit~Snapchat~TikTok~Tu
mblr~Twitter~WeChat~Whatsapp~YouTube
INFORMAL DIGITAL LEARNING OF ENGLISH - JU SEONG LEE DATE: SEPTEMBER 26 (SAT.), 2020 TIME: 09:45 - 12:15 (SEMINAR) - EDUHK
6h16m

https://wearesocial.com/digital-2020
3h01m

https://wearesocial.com/digital-2020
1h 57m

https://wearesocial.com/digital-2020
8.8

https://wearesocial.com/digital-2020
Lee, J. S., & Drajati, N. A. (2019). English as an international language beyond the ELT
classroom. ELT Journal, 73(4), 419-427.

                  I spend six to eight hours everyday chatting
                with my foreign friends from various countries
                on social media such as Omegle, Kik, InterPals,
                 Facebook, Skype, and Twitter. I can gain new
                       knowledge about their culture and
                idiosyncratic English expressions used in those
                 particular countries...I also teach my foreign
                      friends about my Indonesian culture.

                          Jane (Indonesian EFL university student)
https://wearesocial.com/digital-2020
Informal Digital Learning of English
https://wearesocial.com/digital-2020
: helps other users easily find messages with a specific theme or content (Wikipedia)

https://wearesocial.com/digital-2020
https://en.wikipedia.org/wiki/Hashtag
Follower:
-Someone who has a great interest in something
-Someone who supports, admires, or believes in a particular person, group or idea (Cambridge
dictionary)

https://wearesocial.com/digital-2020
https://dictionary.cambridge.org/dictionary/english/follower
English exposure/use in traditional EFL contexts
English exposure/use in digital EFL contexts
A major focus...in the last
        100 years has been on...
     training teachers in how best              Today...the internet, technology
     to exploit the classroom as a                and the media and the use of
     source of meaningful input...              English in face-to-face as well as
                   (p. 6).                       virtual social networks provide
                                                    greater opportunities for
                                                    meaningful and authentic
                                               language use than are available in
                                                       the classroom (p. 6).

                                                   Anecdotal evidence often
                                                  confirms the power of such
                                                   out-of-class learning (p. 6).

Richards, J. C. (2015). The changing face of language learning: Learning beyond the
classroom. RELC Journal, 46(1), 5-22.
Examples of IDLE
TV or DVD
TV => YouTube

  2014 (4 years old): bilingual   2019 (9 years old): 6 languages
Seo, Y. (2020). An emerging trend in English education in Korea: 'Maternal English education'
 (eommapyo yeongeo). English Today, 1-6.

• Eommapyo Yeongeo: Providing a home bilingual
  environment as a monolingual mother in a monolingual
  society.

    https://www.youtube.com/watch?v=2WR9t6oO22k
YouTube and Twitter

https://www.youtube.com/watch?v=8Ic4w2zdeDU (Oct. 25, 2017)
https://abcnews.go.com/Entertainment/meet-hip-hops-newest-star-learned-english-
watching/story?id=51141990
...at least three or four
[hours everyday], because
   I watch long YouTube
  videos, and I comment
       and read a lot.      It’s mostly edutation, because I personally find
                        them more entertaining than educating.
                        Channels like OverSimplified, Tom Scott,
                        TwoSetViolin… even for medical shows – I hate
                        blood, but I like to watch YouTubers like Doctor
                        Mike, or Medlife Crisis. Another category of
                        YouTubers I watch are people who try wacky
                        stuff in their lives. I enjoy watching the Try Guys,
                        Stuart Ashens, and technology-related channels
                        such as Computer Clan and Nostalgia Nerd. It’s
                        diverse but it’s all in English.

                        Mary (Hong Kong university student), Interviewed on August 2020
February 2005

Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in
comments on YouTube videos. Language Learning & Technology, 19(3), 88-105.

Arndt, H. L., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and
reading blog posts. Language Learning & Technology, 22(3), 124-142.

Kim, Y. (2019). I learned English on YouTube [나는 유튜브로 영어를 배웠다]. Ma-po, Seoul:
Lagom
Wang, H.-C., & Chen, C. W.-y. (2019). Learning English from YouTubers: English L2 learners'
self-regulated language learning on YouTube. Innovation in Language Learning and
Teaching, 1-14.
https://www.youtube.com/watch?v=4bVisXt14_M
Digital game (e.g., MMORPGs)

Joanne (Obtained on June 2, 2020)
Sykes, J. E., & Reinhardt, J. (2013). Language at play: Digital games in second and foreign
language teaching and learning. Boston, MA: Pearson Education.

Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner
vocabulary. Language Learning & Technology, 23(1), 87-113.

Lee, S.-M. (2019). Her Story or their own stories? Digital game-based learning, student
creativity, and creative writing. ReCALL, 1-17.

https://en.wikipedia.org/wiki/Her_Story_(video_game)
https://www.youtube.com/watch?v=EFvbN3K6EA8
Most of my language is acquired
     from the Internet. My mom
introduced me to computer games
    since I was like 3. I’d play flash
games on Disney.com with her very
 often. Some of these game are for         Ever since I was in primary 5, I’d spend
  language learning, some are not.        around 2 hours everyday, or even more
                                             as I grew up, on YouTube watching
                                          gameplays of various YouTubers. And I’d
                                          try to interact with other viewers in the
                                             comment section. I’d ask for details
                                          about the game or timestamps of funny
                                            parts in the videos. I’d play games on
                                          Facebook, like Pet Society, FarmVille or
                                             Scrabble, as well using my mother’s
                                              account and chat with foreigners.

                         Brian (Hong Kong university student; Interview on July 2020)
Since secondary 2, I’d start reading western
           comics and I’d browse videos
discussing/theorizing the stories on YouTube. I’d
   talk to people about the latest series or the
newly released trailer of a Marvel movie. At this
 point, I learned things that schools have never
    taught me, like making jokes, actual casual
 chatting, arguing or language specific to other
parts of the world Iike slang, inside jokes or even
                some curse words.

                            Ever since then, my reading and listening skills
                            have only gotten better and better. My English
                               performance in school also got a lot better
                            since then. I would always be one of the best in
                             English in my grade while doing fairly average
                             for my other subjects...My grammar is always
                                               accurate.

                     Brian (Hong Kong university student; Interview on July 2020)
IDLE is “self-directed, naturalistic, digital learning of
English in unstructured, out-of-class environments,
independent of a formal language program” (Lee, 2019, p. 116)
                      Formal             Non-Formal          Informal Digital Learning of English
                                                             Extracurricular      Extramural
Formality             Structured;        Structured;         Semi-structured;     Unstructured;
                      Certification      No certification    Certification        No certification
Location              In-class           Out-of-class        Out-of-class         Out-of-class
Pedagogy              Instructed         Instructed          Self-instructed      Naturalistic
Locus of Control      Other-directed     Other-directed      Self-directed        Self-directed

 Lee, J. S. (2019). Quantity and diversity of informal digital learning of English. Language
 Learning & Technology, 23(1), 114-126.

 Benson, P. (2011). Language learning and teaching beyond the classroom: An introduction to
 the field. In P. Benson & H. Reinders (Eds.), Beyond the language classroom (pp. 7-16). New
 York, NY: Palgrave Macmillan.
Lee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English:
Keys to willingness to communicate in a second language. Australasian Journal of Educational
Technology, 35(5), 168-182.

                  Receptive IDLE:
                  •   I read English content via social media such as Facebook, WeChat, WhatApp and
                      Instagram.
                  •   I read post and information in English on online forums (e.g., LIHK, Golden HK).
                  •   I read entertaining content (e.g., shopping, comics, sports, movies) online.
                  •   I read English instructions when playing online games.
                  •   I read e-books in English.
                  •   I read fanfictions in English online.
                  •   I listen to songs in English.
                  •   I watch YouTube clips done in English.

                  Productive IDLE:
                  •   I post comments and information in English on online forums (e.g., LIHK, Golden
                      HK).
                  •   I talk to other game players in English.
                  •   I chat with others in English via social media such as Facebook, WeChat,
                      WhatsApp and Instagram.
                  •   I video-call with others in English via social media.
                  •   I produce and post videos online in English.
                  •   I go live on social media and interact with others in English.
Books
 2011   2014     2014          2015            2016              2017

2018    2020   2020     2020            forthcoming          forthcoming

                                                             The Routledge
                                       Informal Digital       Handbook of
                                         Learning of       Language Learning
                                      English: Research   and Teaching Beyond
                                          to Practice        the Classroom

                                       By Ju Seong Lee     By Hayo Reinders,
                                         (Routledge)         Chun Lai, Pia
                                                               Sundqvist
Language learning and teaching Beyond the
Classroom (LBC)       -Informal language learning
                                                -Informal second language learning
                    LBC offline and             -Fully autonomous self-instructed learners
                       online
                                                -Recreational language learning
                                                -Extramural English

  LBC
                                                -CALL in the digital wilds
                                                -Naturalistic CALL
                                                -Out-of-class autonomous language learning with
                      LBC online                technology
                                                -Online informal language learning
                                                -Online informal learning of English
                                                -IDLE

Reinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the classroom.
Language Teaching, 50(4), 561-578.
Lee, J. S. (forthcoming). Informal Digital Learning of English: Research to Practice. New York,
NY: Routledge
Journals      Sylvén, L. K., & Sundqvist, P. (2017). (Special Issue) Computer-
              Assisted Language Learning (CALL) in
              Extracurricular/Extramural Contexts.

              Sauro, S., & Zourou, K. (2019). (Special Issue) CALL in the Digital
              Wilds.

              Sangra, A., Raffaghelli, J., & Veletsianos, G. (2019). (Special
              Issue) Lifelong learning ecologies: Linking formal and informal
              contexts of learning in the digital era.

Conferences

              Two-day seminar on Informal Second Language Learning: Integrating
              informal practices into formal contexts: Oxford University (Aug. 2018)

              Colloquium on Informal Language Learning: Implications for digital
              and real-life contexts for learners and teachers: Denver (Mar. 2020)

              Symposium on Learning through leisure: Informal second language
              learning in the 21st century: Groningen, the Netherlands (Aug. 2020)
language learning/activation outside
                                 the classroom offers challenges and
                                 opportunities that are not available
                                       inside the classroom (p. 49).

Choi, J., & Nunan, D. (2018). Language learning and activation in and beyond the classroom.
Australian Journal of Applied Linguistics, 1(2), 49-63.

                             the abundance, affordability, and
                           attractiveness of online materials and
                               communities today in multiple
                            languages obviates the necessity to
                           learn an L2 in a classroom setting (p. 6).

Godwin-Jones, R. (2019). In a world of SMART technology, why learn another language?
Educational Technology & Society, 22(2), 4-13.
New roles emerge for teachers as learners
                 become more actively involved in managing
               aspects of their own learning. A starting point is
               to recognize that language learning can occur in
                many contexts beyond the classroom...acquire
                  the skills needed to guide their learners in
                effective ways of using out-of-class learning to
                    support their in-class learning (pp. 20-21).

Richards, J. C. (2015). The changing face of language learning: Learning beyond the
classroom. RELC Journal, 46(1), 5-22.
“the classroom is less
        THE center of most
         learners’ learning,
       than just one of many
            centres” (p.576)

                                     Classroom:
                                     - a room in a school where students have
                                        lessons (Cambridge Dictionary)

Reinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the
classroom. Language Teaching, 50(4), 561-578.
IDLE principles
                                                      Accessibility
                             IDLE

         Autonomy          Motivation      Authenticity

         Identity &
        Investment            Flow             Grit

                                          (Un)Intentional
       Affective filter   Multimodality
                                             learning
e.g., Korean EFL
                                                                                                 high school

                              Informal Digital Learning of English   Formal Non-digital Education of English

         Accessibility        24/7, low-cost                         4 hours/week, costly
         Autonomy             Strong                                 Weak
         Motivation           Intrinsic                              Extrinsic
         Authenticity         Real; context                          Artificial; out of context
         Identity             English user                           English learner
         Investment           High                                   Low
         Flow                 High                                   Low
         Grit                 Strong                                 Weak
         Affective filter     Low                                    High
         Multimodality        Various sources                        Limited sources

• Learning: the process of getting knowledge or a new skill
• Education: the process of teaching and learning in a school or college, or the knowledge
  that you get from this (Cambridge dictionary)
IDLE and Language learning outcomes

 •   Anxiety
 •   Enjoyment
 •   Vocabulary
 •   Grammar
 •   Speaking
 •   School grades
• Emotion is difficult to conceptualize.
                   – Kleinginna and Kleinginna (1981)
                     identified 92 different definitions
                     associated with emotion.
                • Emotion: “a conscious mental
                  reaction (such as anger or fear)
                  subjectively experienced as strong
                  feeling usually directed toward a
                  specific object and typically
                  accompanied by physiological and
                  behavioral changes in the body”
                  (Merriam-Webster dictionary)
• SLA research on emotion has gone through an almost 50-
  year journey and researchers have investigated emotion
  in relation to various topics.
Modified timeline of research on emotions in SLA (p. 305)

Barcelos, A. M. F. (2015). Unveiling the relationship between language learning beliefs,
emotions, and identities. Studies in Second Language Learning and Teaching, 5(2), 301-325.
Anxiety                                   Foreign language anxiety
                                         has been “the most widely
                                         studied emotion in second
                                         language acquisition in the
                                             past four decades”
                                                  (MacIntyre, 2017, p. 11)

MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its
development. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New insights into language
anxiety: Theory, research and educational implications (pp. 11-30). Bristol: Multilingual
Matters.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern
Language Journal, 70(2), 125-132.

             1) Communication apprehension
             “a type of shyness characterized by fear of or anxiety about
             communicating with people” (p. 127)
             e.g., “I would probably feel comfortable around native speakers of the
             foreign language”

             2) Test anxiety
             “a type of performance anxiety stemming from a fear of failure” (p. 127)
             e.g., “I worry about the consequences of failing my foreign language class”

             3) Fear of negative evaluation
             “apprehension about others’ evaluations, avoidance of evaluative
             situations, and the expectation that others would evaluate oneself
             negatively” (p. 128)
             e.g., “I am afraid that my language teacher is ready to correct every mistake I
             make”
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied
Linguistics, 21, 112-127.

                  “This review concludes that
                 anxiety indeed a cause of poor
                   language learning in some
                        individuals” (p. 112)
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus?
Anxiety and enjoyment in the foreign language classroom. Studies in
Second Language Learning and Teaching, 4(2), 237-274.

                                           • In a large sample of L2 learners
                                             (N = 1,746), Asian L2 learners
                                             reported the lowest FLE and
                                             highest anxiety.

                                           • Cultural background seems to
                                             influence L2 learners’ emotions.

                                           • Positive emotions (e.g., L2
                                             enjoyment) and negative
                                             emotions (e.g., L2 anxiety) are
                                             “different dimensions and not
                                             two sides of the same coin” (p.
                                               265).
Kim, K. J. (2019). Changes in English learning motivation of high school students: Motivation,
demotivation, and remotivation. English Teaching, 74(4), 249-274.

      3rd grade                                 8th grade

• Korean EFL students (N = 21) showed gradual declines as learning time
  progressed, showing the lowest motivation in their high school years.

• Demotivating factors: textbooks, curriculum, learning failure
  experiences, pressure on grades
Lee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English:
Keys to willingness to communicate in a second language. Australasian Journal of Educational
Technology, 35(5), 168-182.

• L2 speaking anxiety negatively and significantly
  correlated with receptive IDLE activities (r = -. 25)
  and productive IDLE activities (r = -. 34) among 183
  Indonesian EFL students.
Lee, J. S., & Drajati, N. A. (2019). English as an international language beyond the ELT
classroom. ELT Journal, 73(4), 419-427.

                 I talk with my Bangladeshi and Indian friends
                  via WhatsApp and Instagram for four to five
                    hours a day. I have learnt a lot about their
                   tradition, language, and culture through our
                 conversation. Sometimes, we even talk about
                 personal problems and trivial matters just like
                 what we do between close friends. Now I can
                        talk to anyone I never met before.

                          Sarah (Indonesian EFL university student)
Enjoyment
Lee, J. S., & Lee, K. (2020). The role of informal digital learning of English and L2 motivational
self system in foreign language enjoyment. British Journal of Educational Technology, 1-16.

• Students who practice IDLE activities more frequently tend
  to experience greater enjoyment in learning English. (IDLE
  helps EFL learners emotionally.)
Broaden-and-build theory (Fredickson, 2001, 2003, 2013)
                                                “… positive emotions
                                                broaden an individual’s
                                                momentary mindset, and
                                                by doing so help to build
                                                enduring personal
                                                resources” (Fredickson, 2003, p. 332).

Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social
Psychology, 47, 1-53.
Vocabulary
Lee, J. S., & Dressman, M. (2018). When IDLE hands make an English workshop: Informal digital
learning of English and language proficiency. TESOL Quarterly, 52(2), 435-445.

• Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1999).
Lee, J. S. (2019). Informal digital learning of English and second language vocabulary
outcomes: Can quantity conquer quality? British Journal of Educational Technology, 50(2), 767-
778.

• 77 Korean EFL university students
• PVLT and Receptive Vocabulary Levels Test (RVLT)
Lee, J. S. (2019). Quantity and diversity of informal digital learning of English. Language
Learning & Technology, 23(1), 114-126.

• 71 Korean EFL university students without overseas
  experience.

Typical Korean EFL learners could improve their productive
vocabulary knowledge when they engaged in a balance of form-
focused IDLE and meaning-focused IDLE activities on a regular
basis
Lee, J. S. (2019). An emerging path to English in Korea: Informal digital learning of English. In
Dressman, M., & Sadler, R. (eds.), The Handbook of Informal Language Learning, New Jersey:
Wiley-Blackwell.

                                                      Ju-no                  Jin-young
          Length of studying English                >10 years                >10 years
             No. of digital devices                      3                        3
                IDLE Frequency                      1-2 hr/day
It is fun, and I play the game habitually. It
           releases my stress. I can get good items
          when I play it well. It is a good rewarding
        system. I also feel good when I receive good
          feedback from other game players for my
         good play...Although my game buddy gives
        me feedback, I can hardly do it because my
               English ability is not good enough.

Ju-no
https://unrealitymag.com/how-do-koreans-learn-english-with-starcraft-of-course/

                    A tribe “Terran” also appears on the game. This book
                    explains the root of this vocabulary. For example,
                    “terra” originally means “soil.” It explains other
                    relevant words such as “territory” and
                    “Mediterranean” that were derived from its root
                    meaning. I remember a lot of such vocabularies, and I
                    have a lot of fun doing it.

Jin-young
https://www.instiz.net/name/29188350
Linebarger, D. L., & Walker, D. (2005). Infants' and toddlers' television viewing and language
outcomes. American Behavioral Scientist, 48(5), 624-645.

                          • greater vocabularies and higher
                            expressive language scores.
                          ”a strong narrative, are visually appealing, and
                          contain opportunities to hear vocabulary words
                          and their definitions, see the visual representation
                          of the vocabulary word, and see interactions
                          between characters modeled” (p. 639)

                          • fewer vocabulary words and smaller
                            expressive language scores.

• content and program type matter!!
Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner
vocabulary. Language Learning & Technology, 23(1), 87-113.

The gamers (n = 664) significantly outperformed the non-
game group (n = 362).
“As for the word saturated, known solely by
 gamers, the test sentence read “The victim’s shirt
 was satu...... with blood”, and it seems likely that
 those who knew this word knew it either directly
from game terminology (e.g., clothing drenched in
    blood), or from image settings on PCs (i.e.,
                      saturation)

               ...From a teaching and learning
               perspective...[English learners] should
               invest time in gaming for incidental
               vocabulary learning to happen—and
               learners who have never tried gaming
               may well be encouraged to do so.” (p.
               104)
Lee, J. S., & Dressman, M. (2018). When IDLE hands make an English workshop: Informal
digital learning of English and language proficiency. TESOL Quarterly, 52(2), 435-445.
Grammar
Cole, J., & Vanderplank, R. (2016). Comparing autonomous and class-based learners in
 Brazil: Evidence for the present-day advantages of informal, out-of-class learning. System,
 61, 31-42.

• 50 classroom-trained learners (CTLs) vs. 34 fully autonomous self-
  instructed learners (FASILs)

                     On the Chaplin retelling test where students were asked to
                     describe everything they saw from a 90-second Charlie
                     Chaplin movie clip, FASILs significantly outperformed CTLs
                     on the lexical resource band (M = 6.7) and grammatical
                     accuracy band (M = 6.5).
classroom-trained learners
 appeared to retain a number of
   fossilized L1 errors in their
English performances, even after
years of instruction, which were
not evident in the data from the
   autonomous learners (p. 41).

                 “English, even at competitive, private primary
              and secondary schools, is a fringe subject, which
                  does not bring students past basic levels of
              proficiency...If a competent Brazilian English user
              has not lived abroad or gone to private language
                school, it can be reasonably assumed that s/he
              has acquired the majority of his non-basic English
               knowledge, independently, out-of-class” (p. 35).
Speaking
YouTube/Mindcraft and Speaking

                   Eve is about to turn 6 and
                   has had no formal training
                   in English whatsoever; all
                   the English she knows she
                   has picked up through
                   YouTube videos and digital
                   gaming (above all
                   MineCraft).
Practicing speaking skills
        it’s to articulate my thoughts to others by learning how
         YouTubers speak...By watching YouTube, I can see how
           they structure their shows in such a manner – they
        would start by introducing what’s in the show, then they
           would address each point, and there would be more
         structure within. Or how they would pace themselves
        and how they use their volume. By learning from them I
          learn how to talk about what I feel in my own life. It’s
            much easier now that I can model their behavior.

                  Mary (Interviewed on August 2020)
Improving Indian EFL learners’ accents

Mitra, S., Tooley, J., Inamdar, P., & Dixon, P. (2003). Improving English pronunciation: An
automated instructional approach. Information Technologies & International Development,
1(1), 75-84
“when groups of children are given
the appropriate resources, they can
  improve their [L2] pronunciation
   with minimal intervention from
    adults” (italic by the authors).
School grades
Lai, C., Zhu, W., & Gong, G. (2015). Understanding the quality of out-of-class English learning.
TESOL Quarterly, 49(2), 278-308.

• 82 middle school EFL learners; English grades for
  the final exam (listening, reading, writing,
  vocabulary and grammar).
• Survey: diversity of out-of-class language learning
  experiences correlated with English grades (r = .25, p < .05)
• Interview: students with lower English grades
  tended to engage in fewer form-focused, out-of-
  class English learning activities
[My son] studies in a local                         I’m not worried about his
   primary school with a very
                                                       English learning, because
   tradition way of learning...
   Because I’m also an English
                                                     [YouTube] became his tool to
teacher, I know the limitations of                    contact and encounter with
          the textbooks.                                  people in the world.

                                                     I started to think about what I
                                                   should start to get my students,
                                                       maybe with some parental
                                                     support, to start this at home.
                                                   And very importantly, what is my
                                                      role here in informal English
                                                    learning. Because it’s informal,
                                                   but I don’t know if everything in
                                                          class will be informal.

      John (English teacher & father; Interview on August 2020)
Constraints on the implementation of IDLE
• Society: high-stakes national tests and obsolete
  teacher professional development models;
• School: organizational culture toward innovative
  practices, inadequate professional development
  resources and opportunities, principals’ perceptions,
  pressure from parents, colleagues’ resistance to radical
  ideas;
• Classroom: teacher autonomy, limited resources,
  students’ learning needs and styles;
• Teacher: past IDLE experience, attitudes towards IDLE,
  constructivist beliefs, and pedagogical/technological
  knowledge
1. Have positive attitudes toward IDLE

 • Exposure
 • Critical reflection
 • Sharing session
e.g., Share IDLE experiences
                                                    • Affective Support
                                 Share              • Behavior Support
                                                    • Capacity Support

                                               Compil
                  Reflect
                                                 e

                                  Apply

• Experiential Learning (Dewey, 1916; Kolb, 1984)
• Sociocultural Theory (Lantolf, 1994; Vygotsky, 1978)
• Self-Directed Learning (Garrison, 1997)
Share your IDLE experiences for 3-5 minutes:

  1) Provide a brief summary of the tool
  2) Give ideas of what you do with the tool through
     examples
  3) Discuss how this tool has benefited your learning
  4) Suggest one learning strategy that could be used by
     other language learners.
I’ve always told my friends who want to learn English
   better to try out the methods I used but none of them
believed in me. They’d just consider it a waste of time and
 would just focus on revision of what they have learned in
 schools or other super formal and complicated language.
The cases you’ve shown us in class proved to me that I was
   not just lucky. These cases show that incident learning
 using the Internet can be very effective and beneficial to
 language learners all the while being fun and interesting.

              Brian (Hong Kong university student; Interview on July 2020)
2. Help EFL learners become IDLErs (e.g.,
YouTubers) beyond the classroom
• Establish Special Interest Group based on students’
  interests and expertise (School)
• Help students become a YouTuber (or Content Creator)
  (Home)

https://www.nationthailand.com/news/30380241
https://english.khan.co.kr/khan_art_view.html?code=710100&artid=201912111649557&medid=enkh
he started to do restaurant reviews
       starting from Primary 4, he started                ... he was also affected by his
        to watch a lot YouTube videos and                             peers...
       then a few months later, he started
           to make his YouTube videos

                                                      those videos on YouTube are in
                                                            English...some from
                                                      Singaporeans...Malaysians...we
                                                     share the same Asian culture, it’s
                                                    about food and maybe about some
                                                   jokes...they imitated and made jokes

                                                        he got 100 subscribers... it’s a kind
                                                         of getting people’s appreciation...
                                                         because he watched some videos
                                                          made by some young people in
                                                          Malaysia and Singapore...he got
                                                        inspired...my target is not only the
                                                       people in Hong Kong, but all people
John                                                              in the whole Asia
(English teacher & father; Interview on August 2020)
*1-2 times per week (each 30 mins.)
                                1. Select a topic
                                2. Plan and write a script
                                3. Revise it (feedback)
                                4. Do rehearsal
                                5. Record the performance
                                6. Upload the content
                                7. Respond to comments

https://www.youtube.com/watch?v=V94mBKC13lk
3. Implement 30-Day IDLE Challenge

A credit to Flora for this poster
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension.
Contemporary Educational Psychology, 8(3), 317-345.

                                           In-class CALL   Extracurricular CALL   Extramural CALL
                                            “I can do!”       “We can do!”         “You can do!”

Weak
Strong
In a world of SMART technology, why learn
another language?
Do we need a traditional classroom?
Do we need a human language teacher?
Godwin-Jones, R. (2019). In a world of SMART technology, why learn another
language? Educational Technology & Society, 22(2), 4-13.

                    • First scenario: Language learning
                      no longer needed

                    • Second scenario: Language
                      learning is needed, but not formal
                      instruction

                    • Third scenario: Blending formal
                      and informal language learning
jslee@eduhk.hk

*Workshop will begin at 13:30 in B1-LP-02
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