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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
2013, Sguire 2008), and facilitate willingness to communicate (Reinders-Wat¬
tana, 2012). Furthermore, and most importantly, video games also foster the
socio-cognitive process of learning and language socialization (e.g., Piiranen¬
Marsh-Tainio 2009, Zheng et al. 2009), and vocabulary development as a
by-product of playing video games (Fajt-Vékási 2022a, 2022b, Hitosugi et al.
2014, Neville 2010, Sundqvist—Sylvén 2012) or even communicating with oth¬
er players online (Sundgvist 2015). Similarly to other EE activities, video games
also provide contextualized environments for learners to comprehend and
process L2 input and transform it into intake through noticing, catering to
incidental learning to take place (Schmidt 1990, 1994, 1995). Finally, research
has also shown that commercial video games may contribute to learners’ L2
learning motivation (Bytheway 2015, Ebrahimzadeh-Sepideh 2017).
2.5.4 Listening to music
Another popular EE activity is listening to music in English. This is an enter¬
taining pastime activity for most students, and connecting it to language
learning subsequently creates an enjoyable EE activity (Fonseca-Mora et al.
2011, Sundqvist 2009), providing learners with an extensive amount of L2
input (Schwarz 2013) catering to incidental learning. One of the most impor¬
tant benefits of listening to songs in an L2 is that if one likes a particular song,
they tend to listen to the same song multiple times (Abbott 2002, Kerekes 2015,
Pavia et al. 2019, Tegge 2017, 2018), and this kind of repeated exposure in itself
is an important factor in incidental learning (Beasley-Chuang 2008, Falk et
al. 2014, Sundgvist 2009, Webb-Chang 2012a, 2012b) since the more often
one encounters a word or phrase, the more likely it is that they will remember
it in later stages. In addition, Murphy (1992) underlines that the benefits of
listening to L2 songs lie in the fact that songs, especially pop songs, consist of
short texts using simple and repetitive vocabulary. Pavia et al. (2019) also refer
to Murphy’s (1992) seminal paper in which he examined 50 pop songs and
found that 25% of these songs used just 10 different words, such as “you” and
“1”, This repeated exposure can support the acquisition of the most frequent
English words.
2.6 CONCLUSION
In this chapter, the term extramural English activities was defined, and the
related terminology was clarified. In this book, extramural English activities
is an umbrella term referring to anything learners do in English in their leisure
time, whereas out-of-class learning refers to the kind of informal learning
taking place outside the walls of a classroom. Another related concept is the
s 52 e