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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES 2013, Sguire 2008), and facilitate willingness to communicate (Reinders-Wattana, 2012). Furthermore, and most importantly, video games also foster the socio-cognitive process of learning and language socialization (e.g., PiiranenMarsh-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 other 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 entertaining 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 important 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
