15 Learner engagement and learner change under lockdown
-
Geoffrey Sockett
Abstract
Having established the widespread existence of informal second language learning in a range of activities such as video viewing, social networking and gaming, research is now focusing on the different ways in which learners engage with the affordances of such activities, asking why they may experience different effects of exposure to and interaction with a target language. After reviewing some recent publications relating to this area, this chapter examines the informal learning practices of a cohort of students who were in their final year of high school during the 2020 COVID lockdown. It presents qualitative data on cognitive/linguistic, behavioural, social and affective engagement profiles identified in the cohort of some 200 students and seeks to consider how such profiles relate to self-declared language level. From a complex dynamic systems (CDST) perspective, the chapter then examines to what extent the lockdown was a key moment of change in informal practices and engagement profiles for some learners. Among the findings, it is suggested that engagement profiles may be dynamic, with phases of cognitive and behavioural engagement being experienced at lower levels which may enable learners to engage socially and affectively in informal practices once higher skill levels have been attained.
Abstract
Having established the widespread existence of informal second language learning in a range of activities such as video viewing, social networking and gaming, research is now focusing on the different ways in which learners engage with the affordances of such activities, asking why they may experience different effects of exposure to and interaction with a target language. After reviewing some recent publications relating to this area, this chapter examines the informal learning practices of a cohort of students who were in their final year of high school during the 2020 COVID lockdown. It presents qualitative data on cognitive/linguistic, behavioural, social and affective engagement profiles identified in the cohort of some 200 students and seeks to consider how such profiles relate to self-declared language level. From a complex dynamic systems (CDST) perspective, the chapter then examines to what extent the lockdown was a key moment of change in informal practices and engagement profiles for some learners. Among the findings, it is suggested that engagement profiles may be dynamic, with phases of cognitive and behavioural engagement being experienced at lower levels which may enable learners to engage socially and affectively in informal practices once higher skill levels have been attained.
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- Author biographies VII
- 1 Introduction to Language Learning and Leisure 1
-
Section 1: The nature of informal second language learning
- 2 Toward an anthropology of Informal Digital Learning of English (IDLE) 21
- 3 Does informal mean implicit? 43
- 4 Smart devices and informal language learning 69
-
Section 2: Language outcomes
- 5 Informal second language learning and EFL learners’ spoken use of discourse markers 91
- 6 Influence of television series on pronunciation 121
-
Section 3: Learner activities
- 7 Mapping space, leisure and informal language learning in the lives of international students in Australia 143
- 8 Learner perspectives on informal L2 vocabulary learning 159
- 9 Mediation in informal language learning activities outside of the classroom 185
- 10 Linguistic risk-taking and informal language learning in Canada and Austria 207
-
Section 4: Psychological dimensions
- 11 Why does IDLE make EFL learners gritty? 241
- 12 Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan 269
- 13 Learner profiles and ISLL trajectories 291
-
Section 5: Engagement
- 14 Behaviour, thoughts, and feelings 327
- 15 Learner engagement and learner change under lockdown 359
- 16 Engaging with L2 Netflix 379
- 17 Conclusion 409
- Index 425
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- Author biographies VII
- 1 Introduction to Language Learning and Leisure 1
-
Section 1: The nature of informal second language learning
- 2 Toward an anthropology of Informal Digital Learning of English (IDLE) 21
- 3 Does informal mean implicit? 43
- 4 Smart devices and informal language learning 69
-
Section 2: Language outcomes
- 5 Informal second language learning and EFL learners’ spoken use of discourse markers 91
- 6 Influence of television series on pronunciation 121
-
Section 3: Learner activities
- 7 Mapping space, leisure and informal language learning in the lives of international students in Australia 143
- 8 Learner perspectives on informal L2 vocabulary learning 159
- 9 Mediation in informal language learning activities outside of the classroom 185
- 10 Linguistic risk-taking and informal language learning in Canada and Austria 207
-
Section 4: Psychological dimensions
- 11 Why does IDLE make EFL learners gritty? 241
- 12 Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan 269
- 13 Learner profiles and ISLL trajectories 291
-
Section 5: Engagement
- 14 Behaviour, thoughts, and feelings 327
- 15 Learner engagement and learner change under lockdown 359
- 16 Engaging with L2 Netflix 379
- 17 Conclusion 409
- Index 425
