Informal Language Learning Setting: Technology or Social Interaction?

Autor/inn/en	Bahrani, Taher; Sim, Tam Shu
Titel	Informal Language Learning Setting: Technology or Social Interaction?
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 11 (2012) 2, S.142-149 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Foreign Countries; Informal Education; English (Second Language); Second Language Learning; Linguistic Input; Interpersonal Relationship; Mass Media; Audiovisual Aids; Technology Uses in Education; Language Proficiency; Pretests Posttests; Instructional Effectiveness; Iran; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Informelle Bildung; Nichtformale Bildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Massenmedien; Audiovisuelles Medium; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Language skill; Language skills; Sprachkompetenz; Unterrichtserfolg
Abstract	Based on the informal language learning theory, language learning can occur outside the classroom setting unconsciously and incidentally through interaction with the native speakers or exposure to authentic language input through technology. However, an EFL context lacks the social interaction which naturally occurs in an ESL context. To explore which source of language input would have a greater impact, this study investigated the effect of exposure on speaking proficiency. Two types of exposure were provided: audiovisual mass media as a source of language input in an EFL context and social interaction as a source of language input in an ESL context. A sample speaking test was administered to one hundred language learners in an EFL context (Iran) and another one hundred language learners in an ESL context (Malaysia). Then, thirty participants from each context who scored one standard deviation above and below the mean were selected as homogenous language learners. During the experiment, EFL participants had exposure to audiovisual mass media while the ESL participants were exposed to social interaction as a source of language input. At the end, both groups took another sample speaking test. The post-test showed that the EFL group performed better which was indicative of the fact that exposure to technology promotes speaking proficiency. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10