INTRODUCTION
Organization of the study
Research literature describes out-of-class learning activities using various terminology Ihsan (2012) consolidates these different terms, including Benson's (2011) "out-of-class learning" and Hyland's "out-of-class language activity," highlighting the diverse ways scholars refer to informal and extracurricular language learning experiences.
Research by Al-Otainbi (2004), Anderson (2004), Pikard (1996), and Chausanachoti (2009) highlights the importance of out-of-class language practice and strategy use Hyland (2004) emphasized the need to distinguish clearly between learner strategies and learner activities, a clarification also supported by Oxford's work on language learning.
Strategies are defined as conscious actions or techniques aimed at achieving specific goals, particularly in language learning Language learning strategies help learners improve their ability to understand, internalize, and use the target language effectively Out-of-class language learning strategies encompass activities conducted outside the classroom, including both leisure activities and purposeful learning efforts This study adopts the broader term “out-of-class activities” to include all such external language use Numerous researchers, such as Maros and Saad, have worked to define and understand the concept of out-of-class learning activities, emphasizing their significance in language acquisition.
OCLL strategies involve language learners engaging in target language activities outside the classroom McKinney et al (2004) identified specific out-of-class learning activities such as volunteer work, internships, service learning, involvement in school organizations, and other extracurricular activities Yap (1998), in her study in Hong Kong, described out-of-class learning activities as informal, outside-the-classroom experiences Sundqvist (2011) referred to “extramural English,” encompassing any contact or linguistic activities learners participate in outside school boundaries These diverse activities highlight the importance of informal and extracurricular contexts in language learning.
LITERATURE REVIEW
Definition of OCLL activities
In the literature, out-of-class learning activities are referred to by various terms used by researchers, such as "out-of-class learning" (Benson, 2011) and "out-of-class language activity" (Hyland) Ihsan (2012) compiled these diverse terminologies, highlighting the multiple ways scholars describe learning activities occurring outside formal classroom settings.
Research by Al-Otainbi (2004), Anderson (2004), Pikard (1996), and Chausanachoti (2009) has explored various aspects of out-of-class language practice, including out-of-class language use and OCLL strategies Hyland (2004) highlighted a crucial distinction between learner strategies and learner activities, clarifying important conceptual differences in language learning processes.
According to 1990, "strategies" are defined as deliberate actions, behaviors, steps, or techniques used to achieve a specific goal In language learning, strategies refer to intentional actions aimed at improving comprehension, internalization, and usage of the target language Out-of-class strategies encompass activities conducted outside the classroom context This study adopts the broader term “out-of-class activities” to include all English-related activities, whether done for enjoyment or purposeful learning Numerous researchers, such as Maros and Saad, have contributed to defining “out-of-class learning activities,” emphasizing their role in language development beyond formal instruction Optimizing understanding of these activities can enhance language acquisition by integrating both leisure and intentional learning methods.
OCLL strategies refer to activities where language learners use the target language outside the classroom, including informal and voluntary engagements McKinney et al (2004) categorized "out-of-class learning" activities such as volunteer work, internships, service learning, school organization participation, and extracurricular activities Yap (1998) described "out-of-class learning activities" as informal learning outside the classroom, emphasizing contact with the language in everyday life Sundqvist (2011) coined the term "extramural English" to encompass any linguistic activities outside class, from grammar exercises to conversation exchanges and playing video games Sumonviriya (2007) defined "OCLL activities" as learner-initiated activities, both intentional learning pursuits and leisure activities that directly or indirectly enhance English proficiency.
Although different terminology and numerous definitions have been proposed by researchers, "OCLL activities" consistently refer to students' engagement in English language skills such as listening, speaking, writing, vocabulary, and grammar learning beyond the traditional classroom (Maros & Saad, 2016) These activities emphasize voluntary student participation, driven by either direct or indirect learning objectives, highlighting their role in enhancing language acquisition outside formal settings.
Classification of OCLL activities
The classification of OCLL activities by Benson (2001) is the most widely recognized and utilized among researchers such as Wiengnil (2010), Hyland (2004), and Manfred (2012) Benson's framework categorizes OCLL activities into three key sub-divisions: self-instruction, self-directed naturalistic language learning, and naturalistic language learning, providing a comprehensive understanding of autonomous language learning behaviors.
Self-instruction involves students independently focusing on language form by planning and organizing their own learning process Learners initiate study topics, seek out references and resources, and work towards improving their target language skills with minimal or no guidance from teachers or native speakers Common examples include reading grammar books to enhance grammatical knowledge, practicing writing exercises, or listening to phonetics to improve pronunciation.
2.2.2 Self-directed naturalistic language learning
According to Benson (2001), this type of Out-of-Class Language Learning (OCLL) occurs when learners engage in language-related activities without a primary focus on language learning, often pursuing other intentions For example, learners might subscribe to an English newspaper daily to improve their vocabulary but mainly read it for the news without performing targeted learning tasks Additionally, activities such as listening to English songs, watching films and TV shows in English, or playing computer games in English serve as entertaining sources that can be leveraged for language development.
Natural language learning occurs organically through real communication with native speakers, whether spoken or written, without the explicit goal of studying the language It involves unintentional acquisition through direct interaction and immersion within the target language community For instance, students naturally improve their English skills while engaging in conversations with English-speaking classmates or colleagues.
The primary distinction among the three types of OCLL lies in learners' intentions during activities, with self-instruction and naturalistic language learning differing significantly in purpose Self-instruction emphasizes intentionally improving language skills, whereas in naturalistic learning, language development occurs as a by-product of authentic communication Additionally, self-directed naturalistic language learning combines both approaches, where learners create their own learning opportunities primarily for purposes beyond just language acquisition, such as social interaction or other personal goals.
Advantages of OCLL activities
Extensive research supports the benefits of out-of-class activities in language learning, highlighting their role in increasing exposure to the target language, which enhances overall language acquisition Studies also demonstrate that engaging in such activities improves learning proficiency and outcomes, leading to more effective skill development Additionally, out-of-class activities foster learner autonomy, empowering students to take control of their language learning journey and develop self-directed learning skills.
2.3.1 Increasing the exposure to the target language
Countries where English is not the primary language often lack authentic English environments, limiting students' exposure to the language outside the classroom In many such regions, classroom instruction may be the only meaningful contact students have with English, with limited opportunities to encounter real-life English usage once they leave school Additionally, English teaching in non-English speaking countries like Taiwan typically relies on textbooks or pre-selected materials, which can restrict practical language exposure and real-world application (Guo) This environment poses challenges for students aiming to improve their English proficiency in natural settings.
Despite providing valuable information, textbooks often fail to engage students meaningfully, leading to limited interest in EFL learning This challenge is common across many EFL contexts, especially where students have minimal exposure to the target language outside the classroom (Bresnihan & Stoops, 1996) Research in Vietnam reveals that out-of-class learning cannot replace classroom instruction, but reliance solely on in-class teaching is insufficient for language development (Suh et al., 1999; Xiao & Luo, 2009) Students recognize the importance of engaging in out-of-class activities to reinforce their learning and connect classroom lessons to real-life situations, promoting authentic language use (Nunan, 1989; Stoller, 2002; Pearson, 2004) Therefore, language learning should extend beyond textbooks and formal instruction, encouraging more exposure to English through various real-world opportunities (Griffiths & Keohane, 2000) A balanced approach combining structured lessons with natural language exposure maximizes learning outcomes, as Ellis (1994) advocates Additionally, Benson (2001) emphasizes that learners should understand language as a dynamic skill learned incidentally through exposure outside the classroom, making learning more relevant and practical.
OCLL provides learners with practical activities outside the classroom, highlighting that even in non-English environments, students can recognize and engage with English through everyday life Creating real-life activities outside class expands students’ learning environments and enhances language acquisition beyond textbooks These activities expose students to English in familiar contexts, such as signs and menus, which many students often overlook Therefore, teachers play a crucial role in guiding students to notice and utilize these authentic language opportunities, enriching their practical language skills and overall learning experience.
2.3.2 Improving the learning proficiency and outcome
Research by Nunan (1991) highlights that activities outside the classroom are crucial for second language development, with out-of-class learning significantly contributing to ESL success (Hyland, 2004) Students who actively engage with the target language outside class tend to show higher proficiency levels (Olsson, 2012), as evidenced by studies indicating a positive correlation between out-of-class language practice and language mastery For example, Halbach (2000) found that successful students used learning strategies more frequently outside class, while Nunan (1989) emphasizes that outside classroom activities enhance language skills beyond what classroom instruction alone can achieve Chan (2016) reports that self-initiated, interest-driven out-of-class learning, such as engaging with popular culture, boosts language proficiency Bialystock (1981) confirms that practicing in communicative contexts outside class helps learners develop language skills more effectively Furthermore, Kuh et al (1994) identified that out-of-class experiences foster cognitive and interpersonal competencies, contributing to overall educational gains Lai, Zhu, and Gong (2015) found that engaging in informal activities like watching films and listening to songs improved students' enjoyment, confidence, and academic performance In high-tech contexts, activities such as playing computer games, using Skype, and watching TV programs have been shown to positively impact English proficiency (Uuskoski, 2011; Webb & Rogers, 2009) A study by Piirainen-Marsh and Tainio (2009) demonstrated that teenagers playing video games benefit from practicing English, listening to diverse accents, and improving their language skills outside the classroom.
Research indicates that higher learning proficiency leads to better learning outcomes Robb and Kano (2013) found a significant difference in language learning success between students who engaged in extensive outside reading and those who did not Waite (2011) highlighted the positive impact of out-of-class activities on academic performance, emphasizing that student enjoyment and engagement enhance learning results, especially when incorporating interests and outdoor activities into classroom settings Additionally, Hafiz and Tudor (1989) demonstrated that out-of-class activities, such as reading for pleasure, significantly improve performance across multiple language assessments, with the experimental group showing notable progress after three months of daily leisure reading.
Rubin (1975) identified seven key characteristics of effective language learners, highlighting the importance of out-of-class strategies such as seeking opportunities to use the language by engaging with native speakers and attending cultural events like cinema outings Out-of-class learning is essential to supplement formal EFL programs and significantly enhances language acquisition Exposure to the target language beyond the classroom is considered one of the most critical qualities of successful language learners, as emphasized by Dửrnyei and Skehan (2003).
Out-of-class activities play a crucial role in fostering learner autonomy, enabling students to become independent language learners outside the classroom Pegrum (2000) highlights that such activities help students benefit from the language learning environment in their own time, promoting self-directed learning Stoller (2002) emphasizes that out-of-class activities increase student-centeredness, cooperation, motivation, confidence, and self-esteem, all of which contribute to greater autonomy According to Holec (1981), learner autonomy is defined as “the ability to take charge of one’s learning,” meaning autonomous learners take responsibility for their learning based on their own judgment Benson (2001) describes learner autonomy as learners' capacity to control their own learning process, including setting goals, selecting materials, and evaluating progress, a concept rooted in constructivist learner-centered theories as noted by Little (2007) These activities are inherently linked to autonomous learning, as they promote independence outside formal education settings, making learner autonomy a broader concept that encompasses out-of-class learning Additionally, students willing to engage in out-of-class learning activities are typically considered to possess traits of autonomy, as outlined by Pearson (2004).
Autonomous learning has been a focus of researchers in language education for over 30 years, with Benson (2001) emphasizing its importance in enhancing language pedagogy outcomes Evidence from studies like Pearson (2004) indicates that most learners are able to exercise some degree of autonomy, which is widely recognized as a key factor in motivating students by providing flexibility and fostering personal engagement Little (2009) highlighted that autonomous learners feel more competent and take initiative in their learning process, leading to greater confidence Research by Lamb (2002) shows that successful students often attribute their achievements to autonomous learning outside the classroom, while those who struggle tend to blame their formal education Norton and Toohey (2003) further noted that autonomous learners possess diverse motivations, learning styles, and cognitive traits, which influence their success in language acquisition Overall, fostering autonomy, particularly through out-of-class activities, plays a vital role in promoting lifelong learning habits and preparing learners to continually seek opportunities for self-improvement and language proficiency.
Factors that influence the choice of out-of-class learning activities
Research by Guo (2011) emphasizes that the learning environment significantly influences learning success, while Hyland (2004) highlights the critical role of context in out-of-class English language learning among student teachers in Hong Kong Despite the high value placed on English for higher education and career advancement—endorsed by the Hong Kong government—students face environmental barriers that hinder their practice outside the classroom Interviews in Hyland’s study reveal that some students avoid using English due to its negative social connotations, such as perceptions of arrogance or superiority associated with English speakers These findings align with Lin (1996) and Pennycook (1997), who view English as a symbol of social distance, power, and historical colonial dominance Overall, these examples demonstrate how the sociocultural context profoundly impacts out-of-class language activities in Hong Kong.
Personal choice and enjoyment play a crucial role in out-of-class activities, alongside the supportive context that facilitates participation Students tend to engage more actively in activities they selectively choose based on their individual needs and interests, highlighting the importance of providing students with opportunities to pursue subjects that align with their personal preferences (Pickard).
Research by Doyle and Parrish (2012) highlights that students are less likely to engage in activities they do not find enjoyable, emphasizing the importance of intrinsic motivation Hyland (2004) found that participants’ choices of out-of-class activities are significantly influenced by the activity's intrinsic interest, indicating that enjoyment plays a crucial role in learning engagement Additionally, Murray (2004) identified learning needs and personal interest as core factors motivating learners' diverse approaches to learning, underscoring the importance of interest and purpose in promoting effective educational experiences.
Belief plays a crucial role in the effectiveness of out-of-class language learning activities Research by Manfred (2012) found that students who engaged in outside activities often held more positive beliefs about their English learning, perceiving these practices as useful and believing in their ability to learn a foreign language Such students also enjoyed practicing with native speakers, believed they could learn English well, and associated language skills with better job prospects Conversely, Barker’s study (2004) revealed that many learners doubted the benefits and feasibility of speaking English outside the classroom, especially those who lacked confidence or motivation Ultimately, for learners to engage in out-of-class language practice, they must first believe in its advantages and their own capacity to succeed.
Review of previous related studies
The topic of OCLL activities has garnered significant global research interest, leading to numerous studies with remarkable findings These extensive investigations, conducted across diverse contexts, are summarized and analyzed in this section to highlight key insights and advancements.
This part presents the researches into various aspects of OCLL topic in the countries where English are taught and learnt as the second language
Manfred (2012) investigated the beliefs about language learning (BALLs) and out-of-class language activities among young adult ESL learners in Hong Kong The study revealed that watching films and television, reading, and listening are the most common extracurricular activities Additionally, there is a significant link between learners’ beliefs about language learning and their engagement in these activities Specifically, students who viewed out-of-class learning activities as beneficial tended to hold more positive beliefs about their English language acquisition, as measured by the Beliefs About Language Learning Inventory (BALLI).
Pickard (1996) explored out-of-class English learning activities among 20 students studying in Germany, revealing that passive skills like reading and listening are the most popular due to easy access to materials In contrast, active skills such as speaking and writing receive less attention, mainly because of limited speaking opportunities in the foreign language environment Additionally, students tend to choose learning activities and materials based on their individual needs and intrinsic motivation, emphasizing personalized learning approaches.
Hyland (2004) investigated out-of-class English learning strategies among 228 student teachers in Hong Kong, using questionnaires, interviews, and learners’ diaries The study revealed that these trainees primarily engaged in receptive skills activities, such as reading academic texts, surfing the internet, watching videos, and listening to music, with minimal production activities like writing emails Hyland (2004) suggests that students tend to avoid spoken English due to fears of making mistakes and the stigma associated with face-to-face communication, which is seen as “showing off” in Hong Kong society.
Suh et al (1999) conducted a qualitative study to explore the out-of-class language learning experiences of non-native English speakers and their impact on conversational skills The research involved eight international students in an intensive ESL program at an American university, using structured interviews for data collection The findings indicated that leisure activities, particularly listening comprehension exercises, significantly improved students’ conversational skills However, the study emphasized that not all leisure activities are effective for every learner and cannot replace traditional in-class instruction Moreover, teachers should guide students in selecting leisure activities suited to their individual character to maximize language learning benefits.
2.5.2 Previous related studies in Viet Nam
English proficiency is now widely recognized as essential in Vietnam, leading to the widespread adoption of various language learning methods However, research on Online Corpus-Based Language Learning (OCLL) in Vietnam remains limited, highlighting a significant gap in the existing academic literature.
Nguyen (2016) identified the key technologies used by University of Technology (ULIS) students for self-directed English learning, highlighting both the effectiveness and limitations of these methods The study combined quantitative questionnaires and qualitative observations to gather comprehensive data on students' technology use Findings revealed that students mainly utilized online dictionaries and mobile applications to engage with English through activities like listening to music, watching films, or playing games However, these activities tended to be time-limited and did not significantly enhance their English proficiency The study emphasizes the need for further research on how in-class technology integration can support and improve independent English learning.
Truong (2018) conducted a study at IUH to assess English speaking skills practice and recommend practical activities for students to improve their speaking outside the classroom The research involved a questionnaire distributed to 160 students, revealing that consistent, long-term practice is essential for developing all English skills, especially speaking To enhance English proficiency, Truong advised students to engage regularly in activities such as joining English speaking clubs, visiting English cafes, practicing in real communicative situations, and utilizing language learning applications While the study successfully highlights out-of-class speaking practice strategies, it emphasizes the need for further research in other areas of online and campus-based Chinese-language learning (OCLL).
Although previous studies in Vietnam and internationally highlight the importance of out-of-class English learning among students, research focusing on this area remains limited within Vietnam Most existing studies primarily examine university students, leaving a gap in understanding the out-of-class English learning behaviors of high school students To address this gap and contribute meaningfully to the field, this researcher concentrated on exploring English learning outside the classroom among younger students, specifically high school students.
Summary
This chapter reviews the relevant literature to establish the theoretical and conceptual framework for the study It begins by exploring the nature of Out-of-Class Language Learning (OCLL), including its definitions, classifications, and benefits for learners The chapter then discusses factors influencing the choice of OCLL activities, followed by a review of previous studies related to this topic These insights provided the foundation for designing the questionnaire and interview questions used to investigate 10th-grade students' out-of-class English learning The upcoming chapter will detail the methodology of the investigation.
METHODOLOGY
Restatement of research questions
This study investigates 10th-grade students' engagement with out-of-class English learning activities at a high school in Hai Duong province The primary aim is to explore the extent and types of supplementary English practices students use beyond the classroom Additionally, the research seeks to identify factors that influence students' participation in these activities and assess their impact on language proficiency The findings will provide insights into effective strategies for enhancing out-of-class learning and improving students’ English 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
Founded in 1962, a reputable high school in Hai Duong Province has been serving the local community for over six decades Currently, the school offers 36 classes, employs nearly 100 qualified teachers across various subjects, and educates more than 1,500 students from nearby villages This longstanding institution plays a vital role in providing quality secondary education and fostering student success in the region.
The teaching staff consists of 9 English teachers, most of whom have at least
With over three years of teaching experience, all team members have graduated from various Vietnamese universities, with four holding a Master of Arts degree from ULIS, Vietnam National University, Hanoi To continually enhance their teaching skills, they participate annually in summer training courses organized by Hai Duong Education and Training Bureau, focusing on innovative English teaching methods and improving overall educational quality The researcher conducted this study with the principal’s approval and received valuable support from fellow English teachers.
In this school, English is regarded as one of the most important subjects, with dedicated attention to language learning Students have three English periods per week using textbooks, and selective classes benefit from an additional session to deepen their understanding and skills The school also organizes monthly English speaking contests, providing students with opportunities to enhance their speaking abilities and broaden their knowledge of English-speaking countries In recent years, students have consistently achieved high scores in the provincial English exams for gifted students This positive environment fosters a strong focus on improving the quality of English teaching and learning, reflecting the school's commitment to excellence in language education.
This study involved 10th-grade students from a selected school in Hai Duong province The primary reasons for choosing these students were that the researcher was responsible for teaching their English class, facilitating easier access to the participants Additionally, 10th-grade students were more available for the survey since they did not have the intense exam preparations required in higher grades, allowing them to participate more enthusiastically in the research.
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 50 students were randomly selected, with half coming from English selective classes and the other half from non-selective classes, including both males and females aged 16 Most participants live in rural areas and have been studying English for approximately eight years, primarily through the compulsory education programs of Vietnam's Ministry of Education and Training As a result, their English proficiency is generally at a low level on average.
This study uses survey research to investigate students’ out-of-class English learning activities, focusing on their motivations and attitudes Survey research was chosen because it allows for the participation of a large number of respondents, ensuring a broad and representative sample for accurate insights Additionally, the anonymity provided by surveys encourages respondents to answer honestly, resulting in more valid data These advantages make survey research an effective method for understanding factors influencing students’ engagement with English learning activities outside the classroom.
This study utilizes both quantitative and qualitative data to achieve its research goals Qualitative insights, gathered through student interviews, were conducted after the initial quantitative data collection to provide a more in-depth and accurate interpretation of the results Combining these methods ensures a comprehensive understanding of the research findings and enhances the validity of the conclusions.
In this study, questionnaire and semi-structured interviews were employed as the data gathering techniques
The researcher selected questionnaires as a primary data collection method due to their advantages in providing both quantitative and qualitative data This approach allows for obtaining insights from a wider population compared to other methods, enhancing the study's scope The questionnaire focused on out-of-class English learning activities and was carefully designed after reviewing relevant literature (Hyland, 2004; Manfred, 2012; Wiengnil, 2010) to ensure its effectiveness and alignment with existing research.
The questionnaire is divided into two parts: the first part includes questions 1 and 10, which gather participants' background information and assess their willingness to participate in future interviews The second part addresses the three research questions, with questions 3 and 4 focusing on 10th-grade students' out-of-class English activities, while questions 8 and 9 identify factors influencing their choices of these activities Additionally, questions 2, 5, 6, and 7 explore students' attitudes toward their out-of-class English learning experiences.
To ensure clarity and prevent misunderstandings, the questionnaire was translated into Vietnamese, making it accessible to respondents Additionally, it was piloted with five students who were not part of the main participants, helping to identify and eliminate any potential confusion before the full data collection.
This study utilized a semi-structured interview protocol adapted from Suh et al (1999) and Hyland (2004) to gain in-depth insights into students’ participation in out-of-class English language activities The semi-structured format was chosen because it promotes two-way communication, allowing both interviewers and participants to ask questions and engage in comprehensive discussions Additionally, the conversational tone of this interview style helps create a comfortable environment, encouraging participants to share their genuine opinions freely Incorporating this method enhances the richness and authenticity of the data collected, providing valuable perspectives on students' engagement with extracurricular English learning activities.
The researcher gained deeper insights into aspects that questionnaires couldn't reveal, enhancing the overall understanding of the subject To ensure accuracy and eliminate language barriers, all interview questions were conducted in Vietnamese This approach facilitated clear communication and more reliable responses from participants.
The questionnaire was distributed to 100 tenth-grade students across four classes, with the data collection process uniformly applied The researcher explained the purpose and procedure of the questionnaire to all students in Vietnamese to ensure understanding and avoid invalid responses Students listened carefully, then completed the questionnaire simultaneously within 20 minutes, after which the researcher collected all the completed forms.
Although many participants indicated their willingness to participate in follow-up interviews by ticking “Yes” on the questionnaire, the researcher selected and interviewed only seven students randomly These semi-structured, one-on-one interviews aimed to compare questionnaire responses and explore detailed insights, lasting approximately 10 minutes each and recorded with participants' permission The interview recordings were transcribed and analyzed qualitatively, providing clarification and deeper understanding of the questionnaire data.
The study collected data through questionnaires and interviews, analyzed using SPSS 20 to perform descriptive statistics such as percentages, mean scores, and standard deviations Qualitative analysis was applied to interview and open-ended questionnaire responses to explore subjects’ decision-making processes in selecting out-of-class activities and their perceptions of the effectiveness of these activities in enhancing their English language development This combined approach provided a comprehensive understanding of students’ attitudes and experiences regarding out-of-class English learning activities.
Data collection instruments
In this study, questionnaire and semi-structured interviews were employed as the data gathering techniques
The researcher selected the questionnaire as a primary data collection method due to its numerous advantages, including the ability to gather both quantitative and qualitative data efficiently Additionally, using questionnaires allows for collecting information from a wider and more diverse population compared to other methods The questionnaire focused on out-of-class English learning activities and was designed based on a thorough review of relevant literature (Hyland, 2004; Manfred, 2012; Wiengnil, 2010) to ensure its relevance and effectiveness.
The questionnaire consists of two main parts: the first gathers participants' background information and assesses their willingness to engage in future interviews, while the second part addresses the study’s three research questions Specifically, questions 3 and 4 explore 10th-grade students’ out-of-class English activities, and questions 8 and 9 identify the factors influencing their choices of such activities Additionally, questions 2, 5, 6, and 7 examine students’ attitudes toward these extracurricular English activities This structure aims to provide comprehensive insights into students’ English learning behaviors, preferences, and influencing factors.
To ensure clarity and prevent misunderstandings, the questionnaire was translated into Vietnamese Additionally, it was piloted with five students outside the target participant group to verify that the questions were clear and understandable, ensuring smooth communication throughout the study.
This study employed a semi-structured interview protocol adapted from Suh et al (1999) and Hyland (2004) to gather in-depth insights into students’ participation in out-of-class English language activities The key advantage of using semi-structured interviews is their ability to facilitate two-way communication, allowing both researchers and participants to ask questions and engage in meaningful discussions Additionally, the conversational tone of this interview format helps create a comfortable environment, encouraging students to honestly share their experiences and opinions about their English language learning outside the classroom.
The researcher gained deeper insights into certain aspects that could not be uncovered through the questionnaire alone To ensure clarity and accuracy of responses, all interview questions were conducted in Vietnamese, effectively eliminating language barriers.
Data collection procedures
A questionnaire was administered to 100 tenth-grade students across four classes at the selected school, following a uniform data collection procedure The purpose and method of the questionnaire were clearly explained to all students, with additional explanations provided in Vietnamese to clarify any misunderstandings Students listened attentively to the researcher’s instructions before completing the questionnaire simultaneously The researcher collected all completed questionnaires after approximately 20 minutes, ensuring consistent data collection across all classes.
Although many participants indicated their willingness to participate in the next interview by ticking “Yes” on the questionnaire, the researcher selected only seven students randomly for in-depth semi-structured interviews Each 10-minute interview was conducted on a one-on-one basis, recorded with participants’ permission, and transcribed for qualitative analysis This approach helped to clarify and explore the participants’ responses in greater detail, providing deeper insights beyond the initial questionnaire data.
Data analysis methods
The study collected data through questionnaires and interviews, with the researcher utilizing SPSS 20 to perform quantitative analysis, focusing on descriptive statistics such as percentages, mean scores, and standard deviations Meanwhile, qualitative analysis was conducted on interview responses and open-ended questionnaire questions to provide deeper insights into participants' decision-making processes regarding out-of-class activities and their perceptions of the effectiveness of these activities in enhancing their English language development These combined methods offered a comprehensive understanding of how out-of-class English learning activities impact students' language improvement.
Summary
This chapter outlines the comprehensive methodology of the study, detailing the research setting, including the teaching and learning conditions at the selected high school It describes the research design, encompassing the approach, procedures, and data collection instruments such as questionnaires and interviews Additionally, it explains the data collection process and the methods used for data analysis to ensure a rigorous and systematic research process.
FINDINGS AND DISCUSSION
Research question 1: What English learning activities do 10th grade students
This research examines the variety of English learning activities that 10th graders engage in outside the classroom, as illustrated by the data from question 4 in the questionnaire and summarized in Table 4.1 The analysis includes mean scores and standard deviations to provide a comprehensive understanding of students' extracurricular language practices This approach highlights the diverse ways students enhance their English skills beyond formal instruction.
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
The most popular activity among students was "listening to English songs," with a mean score of 4.2 and a standard deviation of 0.79, indicating high engagement Closely followed were "surfing the internet" and "watching videos," both with a mean score of 4.00 and a standard deviation of 0.82, reflecting similar levels of popularity According to Benson (2001), these activities fall under self-directed naturalistic language learning, as students primarily engaged in them for entertainment while simultaneously enhancing their English language skills.
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, talking to oneself, and attending meetings were infrequently practiced, with mean scores ranging from 1.90 to 2.60 This indicates that these activities lack entertainment value, which primarily explains their low attractiveness to participants.
Students rarely engaged in listening to the radio and writing emails, with both activities receiving the lowest mean scores of 1.40 and standard deviations of 0.52 and 0.70 respectively The decline in radio usage is due to its outdated nature and lack of interaction compared to modern media like the Internet and television Additionally, email communication is more prevalent among workers in Vietnam rather than students, which partly explains why participants reported these activities as uncommon outside the classroom setting.
Three participants expanded on their English activities beyond the questionnaire options Specifically, two students mentioned attending the English speaking club at school as a valuable language practice, while another reported playing games in English as an engaging way to improve their language skills These additional activities highlight diverse strategies students use to enhance their English proficiency outside the classroom.
Students engage in a variety of out-of-class English learning activities with varying frequencies Notably, 10th graders most frequently enjoy listening to English songs, surfing the Internet, and watching videos to enhance their language skills.
Based on the questionnaire results, the researcher conducted interviews to gain more detailed insights from participants Two students reported weekly participation in their school’s English speaking club, where only English was allowed, creating an immersive language environment through activities like chatting, singing, and rehearsing One student mentioned that playing games with international friends provided opportunities to practice speaking and listening skills through intercultural communication Additionally, a participant focused on educational activities, such as watching presentations by renowned scholars online, which helped her improve her English while learning about their manners and gaining inspiration She also engaged in online lessons and followed VTV4’s English news and educational programs to enhance her language skills further.
Most students preferred out-of-class English activities that fell into the category of self-directed naturalistic language learning, allowing them to enjoy their time while effectively improving their English skills in a comfortable environment This aligns with Doyle and Parrish (2012), who noted that students are less likely to engage in activities they find unenjoyable Notably, the most frequently engaged activities included listening to English songs and surfing the Internet, highlighting their popularity among learners.
This study highlights that receptive skills like watching videos primarily involve reading and listening, which do not require face-to-face interaction The limited availability of English resources for speaking and writing activities may restrict students' productive skills due to insufficient input for students to produce output Additionally, the lack of foreign speakers in the environment discourages English speaking practice in real-life situations Cultural factors also play a role, as many Asian students are hesitant to speak English publicly out of fear of making mistakes or losing face Moreover, speaking English in public can be perceived as showing off, contributing to social distance These findings align with previous research, such as those by Pickard, emphasizing similar challenges in language acquisition.
Research by 1996 revealed that German learners studying English in Germany primarily engaged in receptive language learning strategies, such as listening and reading, due to limited opportunities for practicing oral skills in EFL environments Similarly, Hyland (2004) found that student teachers in Hong Kong dedicated most of their out-of-class learning time to receptive activities, avoiding face-to-face interactions like speaking These findings indicate a common trend between Vietnam and Hong Kong, where students favor receptive skills that require less direct social interaction, likely influenced by shared Oriental cultural backgrounds and the use of English as a second language Additionally, the present study aligns with Manfred (2012), showing that the most popular out-of-class activities included watching films and television, reading, and listening, which are primarily receptive in nature.
Research question 2: What factors affect their use of out-of-class English
The researcher initially examined the extrinsic factors that influence students' decisions to engage in out-of-class English activities Additionally, the study explored the specific language skills and knowledge students aim to enhance through their chosen activities Understanding these motivations helps to improve the effectiveness of extracurricular language programs and supports students' language learning goals.
4.2.1 Extrinsic factors that decided students’ choice of out-of-class English activities
Students’ choices of out-of-class English activities are primarily driven by their interests, with 100% of participants selecting activities based on what they enjoy, which helps them strengthen their language skills while relaxing and entertaining themselves Additionally, about half of the students indicated that the context, such as participation in international competitions or communication needs, influences their use of English outside the classroom For example, one student highlighted that attending an international scientific contest required delivering presentations in English to judges and participants from various countries, making language use a necessity rather than just enjoyment Moreover, over 30% of students reported that their out-of-class English engagement depends on teacher-assigned tasks, such as practicing speaking activities at home after in-class lessons This suggests that teachers play a significant role in encouraging students to use English outside class by designing relevant assignments aligned with their language learning needs Overall, both contextual factors and teacher influence are key extrinsic motivators for students’ out-of-class English activities.
Data analysis reveals that students primarily consider their interests, personal needs, and learning contexts when selecting out-of-class English activities Hyland (2004) found that interest significantly influences activity choices, as participants are more inclined to engage in activities they find intrinsically interesting Similarly, research by Pickard (1996) shows that personal needs drive students to choose activities that align with their individual goals Additionally, Guo (2011) emphasizes that the learning environment's context plays a crucial role in determining the success of language acquisition.
Seven participants were interviewed to explore whether beliefs about out-of-class English learning influence their choices, providing a multidimensional perspective When asked whether "English out-of-class activities only benefit those with already high-level language skills," five out of seven participants strongly disagreed, emphasizing that success depends on the method, passion, determination, and the amount of time dedicated to English exposure.
“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 agreed that expanding their English skills is essential beyond university graduation or employment, emphasizing that youth is a valuable advantage for language learning They believed that early English education facilitates easier knowledge absorption, highlighting the importance of starting language acquisition at a young age for better long-term benefits.
Learning English at a young age is essential because our cognitive abilities tend to decline over time, making it more challenging to acquire new language skills Additionally, starting early allows children to handle the complexities of English more effectively, as they will face numerous responsibilities and challenges in adulthood.
One participant disagreed, arguing that for a natural sciences student, expanding English skills in high school was unnecessary, as their primary goal was to pass the university entrance exam.
Currently, I should prioritize improving my skills in Maths, Physics, and Chemistry to prepare effectively for my upcoming university exams While enhancing my general English is important, focusing on the specialized English related to my future career will be more beneficial in the long run.
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
Subject 7 ranked last in overall performance; however, when examining the time students spent on out-of-class English activities each week, Subject 7 did not hold the last position and actually dedicated more time than Subjects 2 and 4 This indicates that having a positive attitude toward out-of-class English learning does not necessarily correlate with increased usage These findings contrast with Manfred’s 2012 research, which found that students who engaged in out-of-class activities generally held more positive beliefs about learning English.
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 also examined students’ language skills and knowledge to determine their impact on the selection of out-of-class English activities Findings suggest that stronger language proficiency and greater language awareness positively influence students’ motivation to engage in extracurricular English practices This highlights the importance of language competence as a significant factor in students' choices of additional language learning activities outside the classroom.
Table 4.2.2: The language skills and language knowledge affected students' choice of out-of-class English activities
Table 4.2.2 highlights that 10th-grade students prioritize speaking and listening skills when selecting out-of-class English activities, with listening skills chosen by 90% and speaking skills by 93% The high emphasis on these skills correlates with the students' strong vocabulary knowledge, which stands at 85%, significantly surpassing their familiarity with grammar This suggests that students focus more on developing practical communication skills supported by a solid vocabulary foundation.
Vocabulary plays a crucial role in effectively expressing ideas when listening and speaking, unlike grammar Meanwhile, reading and writing skills receive limited attention, accounting for only 24% and 5% of focus among students This focus is consistent with Vietnam's traditional education curriculum, which emphasizes grammar, reading, and writing As a result, students may feel satisfied with their abilities in these areas or may become bored with the curriculum, highlighting the need to prioritize vocabulary development for better language proficiency.
In short, speaking skills, listening skills and vocabulary were considered the most when students chose English activities to implement outside the classroom
Recent research suggests that students often prioritize receptive activities, such as listening, despite a focus on developing communication skills An interview with seven participants provided deeper insights into this behavior One student highlighted that listening to English songs helps improve pronunciation by imitating singers, a viewpoint shared by other participants, including subject 3 This indicates that receptive activities like listening can play a valuable role in enhancing language pronunciation and overall communication abilities.
Watching videos has significantly enhanced my language learning experience I learned a variety of familiar collocations and impressive words more easily, thanks to the melodies of songs and engaging images within the videos Additionally, I discovered that surfing the Internet can effectively improve communication skills by exposing learners to authentic language use and real-life contexts.
“I can read and watch anything on the Internet This helps me to gain knowledge of any topic, so that I have interesting things to talk with my friends.” (#Subject 7)
Students typically engage in receptive language activities, such as listening and reading, during their out-of-class English practice Additionally, they tend to prioritize vocabulary development and communication skills when selecting extracurricular English activities These findings complement each other, highlighting a focus on comprehension and practical language use beyond the classroom.
In contrast, the former fortified and provided the input for the latter.
Research question 3: What are students' attitudes s towards those out-of-class activities?
This research highlights the importance of incorporating out-of-class English activities into students’ lives, emphasizing their role in enhancing language proficiency beyond the classroom It explores the reported advantages of these activities, such as improved communication skills, increased motivation, and greater language exposure Additionally, the study evaluates students’ perceptions of the effectiveness of out-of-class English activities, providing insights into their impact on language learning and overall engagement.
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 The chart reveals a significant variation in perceptions, with 40% of students considering out-of-class English use as very important Additionally, 20% of students recognize its importance, while another 40% believe it has limited functionality outside the classroom Despite differing views, all students acknowledge the role of English in their everyday activities.
Based on a questionnaire and subsequent interviews with seven students, it was found that students recognize the importance of English and believe that classroom lessons alone are insufficient due to their lack of practicality Most participants disagreed with the statement that "final exams only focus on textbook knowledge, so there is no need to learn from other sources," emphasizing that textbooks provide only fundamental knowledge, and mastering advanced material from additional resources is essential for achieving high marks Conversely, one student who agreed with the statement felt satisfied with textbook content, indicating varying perspectives on supplementary learning outside the classroom.
Students universally recognize the vital role of English beyond the classroom, understanding its importance in real-life communication They are also aware that engaging in out-of-class English activities significantly enhances their language development, highlighting the value of practical practice for mastery.
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 positive impact of out-of-class English activities, with 100% of students confirming that these activities increased their exposure to English Additionally, over 70% of participants reported that engaging in these activities contributed to improving their English proficiency Furthermore, exactly 70% of students noted that their academic performance, as reflected in higher marks, was positively affected by their participation in these activities.
Out-of-class English activities significantly enhance students' learning experience by increasing their English exposure and improving their language skills Nearly half of the participants reported improved independence in learning, highlighting the positive impact of these activities on fostering autonomous learning Overall, out-of-class English activities contribute to better academic results and elevate students' English proficiency, making them an effective supplement to classroom instruction.
Out-of-class English activities are both beneficial and essential for students, as they increase exposure to real English in practical situations beyond the classroom Students reported that while classroom instruction focused on theoretical knowledge, out-of-class activities provided authentic language experiences, aligning with prior research by Pearson (2004), Benson (2001), and Nunan (1989) These activities positively influence English proficiency and learning outcomes, consistent with findings from Nunan (1989) and Olsson (2012), and also impact students’ academic success, as supported by Robb and Kano (2013) and Waite (2011) Additionally, out-of-class activities enhance students’ autonomous learning abilities, echoing Pegrum (2000), who emphasized that such experiences foster independent learners capable of benefiting from language environments outside the classroom.
4.3.3 Students’ evaluation of the effectiveness of out-of-class English activities
The article highlights the effectiveness of English learning activities conducted by 10th graders outside the classroom, as detailed in Table 4.3.3 Mean scores and standard deviations were calculated to analyze the questionnaire data, providing insights into the impact of these extracurricular activities on students’ English language skills.
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 activities reported by 10th-grade students are "listening to songs," with a mean score of 4.20 and a standard deviation of 0.63 This activity is followed by "watching videos" and "surfing the Internet," which have mean scores of 4.10 and 4.00 respectively, indicating their popularity and perceived effectiveness among students.
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
Based on their usefulness in improving students' English skills, activities such as watching TV programs, reading slogans or advertisements, and talking to people in daily life are considered most beneficial, with mean scores of 3.33, 3.20, and 3.20 respectively Chatting with friends and reading newspapers or magazines follow, with lower mean scores of 2.90 and 2.70 The standard deviations indicate varied perceptions of effectiveness, with the highest variability observed in reading newspapers and magazines (0.95).
Our analysis indicates that many student activities, such as attending meetings, writing emails, making phone calls, reading academic texts and novels, conversing with family members, and self-talk, are evaluated as ineffective out-of-class English practices, with mean scores below 2.60 The low engagement and lack of enthusiasm in these activities may hinder students' motivation and inspiration to improve their English language skills Incorporating more engaging and stimulating activities could enhance students’ learning effectiveness and foster greater interest in language acquisition.
Listening to radios is considered a highly ineffective activity and ranks lowest in frequency among out-of-class English learning activities reported by students, indicating its limited use and impact in language acquisition.
Three students who mentioned out-of-class English activities provided their personal evaluations, highlighting their effectiveness Specifically, students involved in the school English speaking club and those who participated in international games both classified these activities as beneficial for English language development.
The effectiveness of out-of-class English activities varies significantly based on several factors Among these, the most critical is the level of interest and engagement that participants have in these activities When students find the activities enjoyable and relevant, their learning outcomes are notably improved, highlighting the importance of designing engaging and interest-driven English programs outside the classroom.
In a recent interview, students were asked to recommend effective out-of-class English learning activities to a friend seeking to improve their language skills Their responses highlighted their opinions on which activities are most beneficial, with "listening to music" emerging as a popular suggestion These insights emphasize the importance of engaging, enjoyable methods like music to enhance English language proficiency outside the classroom.
Summary
This chapter provided a detailed analysis of the data and discussed the key findings In the upcoming chapter, practical implications will be explored, offering effective solutions to help students engage more confidently in out-of-class English activities and optimize their learning strategies.