The investment of time in the study of english: A little considered factor
Palabras clave:
activities outside the classroom, exposure to language, time spent in the classroom, time spent outside the classroom
Resumen
This paper describes a study on the necessary time to learn English. The main objective was to determine the elements that require an investment of time to learn English successfully. This quantitative research collected data from 191 users of English through a questionnaire to discover the relationship between the time spent learning English and mastery of the language at a high intermediate level. The findings indicated that the learners reached the level of English they possess in an average of 9.36 years in school contexts. During this time, exposure to the language and activities outside the classroom that indicate a medium-high to high investment of time stand out. The main activities out of the classroom develop receptive skills.
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Citas
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Rubin, J. (1981). The Study of Cognitive Processes in Second Language Learning. Applied Linguistics, 2(2), 171–131. https://doi.org/10.1093/applin/II.2.117
Serrano, R. (2011). The time factor in EFL classroom practice. Language Learning, 61(1), 117–145. https://doi.org/10.1111/j.1467-9922.2010.00591.x
Shen, L., Tseng, C., Kuo, S., Su, Y., & Chen, M. (2005). A Preliminary Study of College Students' Out-of-Class English Learning Activities. Chia-Nan Annual Bulletin, (31), 464-475. https://doi.org/10.29539/CNABH.200512.0013
Smythe, P., Stennett, R., & Gardner, R. (1975). The Best Age for Foreign Language Training: Issues, Opinions and Facts. The Canadian Modern Language Review, 32(1), 10-23. https://doi.org/10.3138/cmlr.32.1.10
Thompson, K. D. (2017). English Learners’ Time to Reclassification: An Analysis. Educational Policy, 31(3), 330–363. https://doi.org/10.1177/0895904815598394
Barbee, M. (2013). Extracurricular L2 input in a Japanese EFL context: Exposure, attitudes, and motivation. Second Language Studies, 32(1), 1–58.
Benigno, V., J., De Jong., & Van Moere. A. (2017). What does it take to learn a language? Insights from research on language learning. Pearson.
Benson, P., & Reinders, H. (Eds.). (2011). Beyond the language classroom. Palgrave Macmillan.
Benson, P. (2013). Teaching and Researching: Autonomy in Language Learning. Routledge.
Carroll, J. (1963). A model of school learning. Teachers College Record, 64(8), 723–733. https://doi.org/10.1177/016146816306400801
Chan, H. W. (2016). Popular Culture, English Out-of-class Activities, and Learner Autonomy among Highly Proficient Secondary Students in Hong Kong. Universal Journal of Educational Research, 4(8), 1918-1923. https://doi.org/10.13189/ujer.2016.040823
De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important? Bilingualism-Language and Cognition, 23(1), 171-185. https://doi.org/10.1017/S1366728918001062
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Routledge. https://doi.org/10.4324/9781410613349
Dörnyei, Z., & Ushioda, E. (2021). Teaching and Researching: Motivation (3rd ed.). Longman.
Ekşi, G., & Aydin, H. (2013). What are the students doing ‘out’ there? An investigation of out-of-class language learning activities. AIBU Journal of Social Sciences, 13(2), 191-210.
García, G., Questier, F., & Zhu, C. (2019). Self-directed language learning in a mobile-assisted, out-of-class context: do students walk the talk? Computer Assisted Language Learning, 32(1-2), 71-97. https://doi.org/10.1080/09588221.2018.1485707
Glick, D., Cohen, A., Festinger, E., Xu, D., Li, Q., & Warschauer, M. (2019). Predicting Success, Preventing Failure. In D. Ifenthaler, D. K. Mah & J. K. Yau (Eds.), Utilizing Learning Analytics to Support Study Success (pp. 249–273). Springer. https://doi.org/10.1007/978-3-319-64792-0_14
Graham, C., & Post, B. (2018). Second language acquisition of intonation: Peak alignment in American English. Journal of Phonetics, 66(1), 1-14. https://doi.org/10.1016/j.wocn.2017.08.002
Grey, S., Cox, J., E., Serafini, E. J., & Sanz, Y. C. (2015). The role of individual differences in the study abroad contexts: Cognitive capacity and language development during short-term intensive language exposure. The Modern Language Journal, 99(1), 137-157. https://doi.org/10.1111/modl.12190
Griffiths, C. (2018). The strategy factor in successful language learning: The tornado effect. Multilingual Matters.
Hakuta, K., Butler, Y., & Witt, D. (2000). How long does it take English learners to attain proficiency? Policy Report (2000-1). University of California Linguistic Minority Research Institute.
Hernández, R., & Rankin, P. (Eds.). (2014). Higher Education and Second Language Learning: Promoting Self-Directed Learning in New Technological and Educational Contexts. Peter Lang.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach. Cambridge University Press.
Hyland, F. (2004). Learning autonomously: Contextualizing out-of-class English language learning. Language Awareness, 13(3), 180-202. https://doi.org/10.1080/09658410408667094
Khan, A., Khan, S., Zia-Ul-Islam, S., & Khan, M. (2017). Communication Skills of a Teacher and Its Role in the Development of the Students’ Academic Success. Journal of Education and Practice, 8(1), 18-21.
Knight, B. (2018). How long does it take to learn a foreign language? Cambridge University Press. https://www.cambridge.org/elt/blog/wp-content/uploads/2018/10/How-long-does-it-take-to-learn-a-foreign-language.pdf
Nunan, D., & Richards, J. (Eds.). (2015). Language learning beyond the classroom. Routledge.
Olmedo, M. I. (2015). English Language Learning Beyond the Classroom Walls [Unpublished master’s thesis]. Universidad de Barcelona.
Orhon, Y. (2018). An Investigation of Out-of-Class Language Activities of Tertiary Level EFL Learners. Education Reform Journal, 3(1), 1-14. https://doi.org/10.22596/erj2018.0301.1.14
Parupalli, S. (2019). The importance of teaching language skills to the second or foreign language learners of English: A comprehensive study. An International Multidisciplinary Research Journal, 9(4), 6-19. https://doi.org/10.5958/2249-7137.2019.00061.2
Richards, J. (2015). The Role of Textbooks in a Language Program. Professor Jack C. Richards – The official website of educator Jack C Richards. https://www.professorjackrichards.com/wp-content/uploads/role-of-textbooks.pdf
Rojas, I, C. & Hernández, R.M. (2014) El uso del tiempo y su incidencia en la efectividad de la enseñanza-aprendizaje de inglés como lengua extranjera, en bachillerato en instituciones públicas de la ciudad de Cali. [Unpublished master’s Thesis]. Universidad del Valle.
Rubin, J. (1981). The Study of Cognitive Processes in Second Language Learning. Applied Linguistics, 2(2), 171–131. https://doi.org/10.1093/applin/II.2.117
Serrano, R. (2011). The time factor in EFL classroom practice. Language Learning, 61(1), 117–145. https://doi.org/10.1111/j.1467-9922.2010.00591.x
Shen, L., Tseng, C., Kuo, S., Su, Y., & Chen, M. (2005). A Preliminary Study of College Students' Out-of-Class English Learning Activities. Chia-Nan Annual Bulletin, (31), 464-475. https://doi.org/10.29539/CNABH.200512.0013
Smythe, P., Stennett, R., & Gardner, R. (1975). The Best Age for Foreign Language Training: Issues, Opinions and Facts. The Canadian Modern Language Review, 32(1), 10-23. https://doi.org/10.3138/cmlr.32.1.10
Thompson, K. D. (2017). English Learners’ Time to Reclassification: An Analysis. Educational Policy, 31(3), 330–363. https://doi.org/10.1177/0895904815598394
Publicado
2023-05-23
Cómo citar
Samperio Sánchez, N. (2023). The investment of time in the study of english: A little considered factor. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 8483-8505. https://doi.org/10.37811/cl_rcm.v7i2.5970
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Derechos de autor 2023 Nahum Samperio Sánchez
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