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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
Lajtai, 2020). As the sense of enjoyment is an important aspect of EE activities,
learners tend to derive satisfaction from the engagement in EE activities (Ar¬
nold 2009, Chik—Breidbach 2011, Lamb 2004, Purushotma 2005); therefore,
as previously explained, L2 learning motivation and motivated language learn¬
ing behavior are important aspects of extramural English activities. Not only
L2 learning motivation, however, but also additional closely related components
of motivation, such as L2 anxiety, cultural interest, friendship orientation, and
intercultural contact, perceived importance of the English language, and will¬
ingness to communicate in an L2 are variables to have a potential impact on
learners’ L2 learning motivation in the extramural context.
The main aim of this chapter is to elaborate on the extramural context of
L2 learning through EE activities. In the first part of this chapter, the underly¬
ing term extramural English activities used within the scope of this research
project is defined, and then the context of language learning through EE ac¬
tivities is introduced. First, as EE activities are pursued in learners’ leisure time
after school, it is important to address how this may occur, i.e., how such ac¬
tivities may contribute to L2 development. As no formal instruction (e.g.,
school) is involved in these activities, such engagement certainly involves
learner autonomy, too, as learners are — to some extent — required to take
control of their own learning. Consequently, the role of learner autonomy in
learning through EE activities is also discussed in this chapter. Then, an over¬
view of how learning through EE activities (e.g., mainly incidental learning)
may occur is described; therefore, the second language acquisition processes
involved in learning through EE activities are discussed. Then, because engage¬
ment in EE activities mainly but not exclusively happens for entertainment
purposes, L2 learning motivation and its closely related individual learner
variables are also elaborated on. Finally, previous research on the benefits of
EE activities is presented.
2.1 EXTRAMURAL ENGLISH (EE) ACTIVITIES
The term extramural English (EE) was first introduced by Sundqvist (2009).
From an etymological point of view, the word extramural is an adjectival
compound where extra means outside and mural means wall; thus, the term
literally translates as outside the walls of something. Hence, extramural English
means English outside the walls, where the walls refer to the walls of EFL
classrooms and educational institutions, mostly schools. In this book, therefore,
extramural English refers to all situations and activities where learners en¬
counter and come in contact with the English language outside the classroom
and school.
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