Extramural English in the Classroom: Intersecting Spaces for Interest-Driven English Learning

The field of Teaching English to Speakers of Other Languages (TESOL) has observed how interest-driven extramural English (EE), an outside-of-classroom engagement with English (Sundqvist, 2009), can facilitate language development. Research supports the potential EE has when brought into formal Engli...

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Bibliographic Details
Main Author Han, Yu Jung
Format Dissertation
LanguageEnglish
Published ProQuest LLC 2022
ProQuest Dissertations & Theses
Subjects
Adult Students
Authors
Class Activities
Course Content
Educational technology
English (Second Language)
English as a Second Language
Familiarity
Informal Education
Instructional Design
Instructional Materials
Intercultural Communication
Language Teachers
Language Usage
Learner Engagement
Online Courses
Popular Culture
Second Language Instruction
Second Language Learning
Student Interests
Theories
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Summary:The field of Teaching English to Speakers of Other Languages (TESOL) has observed how interest-driven extramural English (EE), an outside-of-classroom engagement with English (Sundqvist, 2009), can facilitate language development. Research supports the potential EE has when brought into formal English language teaching (ELT) settings; However, such research usually brings EE that may be promising into formal settings rather than pulling out EE that is directly connected to English language learners' (ELLs') individual and specific interest. This is a design-based research study exploring an online adult English language teaching (ELT) course the author designed and taught. This study incorporated multimodal popular culture content to purposefully triangulate the potential of three key elements: (1) target content as learning material, (2) students' familiarity and interest in the target content, and (3) the author's own familiarity with the target content, as the teacher. She studied the ways students engaged with class activities and carefully documented the course design and iteration processes. This qualitative analysis reveals what it means for a teacher to consider all three elements in a language classroom. This study also addresses how the course better enabled ELLs to engage with their out-of-classroom activities using English. Subsequently, the study offers design principles for effective integration of EE into formal ELT settings. All of this was grounded in the framework of affinity space theory (Gee, 2005; 2007; Gee & Hayes, 2012) and the concept of L2 willingness to communicate (Kang, 2015; MacIntyre, et al., 1998). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:9798438746911