Level: Bachelor s Extramural English: Swedish upper secondary students beliefs on using and learning English outside the classroom

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1 Degree Prject Level: Bachelr s Extramural English: Swedish upper secndary students beliefs n using and learning English utside the classrm Authr: Pjtrs Hlebnikvs Supervisr: Annelie Ädel Examiner: Julie Skgs Subject/main field f study: English Linguistics Curse cde: EN2035 Credits: 15 HP Date f examinatin: At Dalarna University it is pssible t publish the student thesis in full text in DiVA. The publishing is pen access, which means the wrk will be freely accessible t read and dwnlad n the internet. This will significantly increase the disseminatin and visibility f the student thesis. Open access is becming the standard rute fr spreading scientific and academic infrmatin n the internet. Dalarna University recmmends that bth researchers as well as students publish their wrk pen access. I give my/we give ur cnsent fr full text publishing (freely accessible n the internet, pen access): Yes N Dalarna University SE Falun Phne

2 Abstract: The present study examines students use, attitudes and preferences, when it cmes t EE (Extramural English). EE is defined as English language activities that learners are engaged in utside their rdinary language class, such as reading bks, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing vide games, listening t music, etc. The results f the study are based n data that was cllected frm Swedish upper secndary-schl learners f English ver a perid f ne term n several ccasins. Infrmatin abut students EE activities was cllected by quantitative questinnaires, including bth multiplechice and pen-ended questins. The results shwed that Swedish upper-secndary schl students were engaged in many different extramural activities. The extramural activity that the students were mst ften engaged in, was watching English language mvies. The secnd mst ppular extramural activity was watching TV-prgrams in English with Swedish subtitles. Furthermre, accrding t the surveyed upper-secndary students, mst f their language skills they develp with the help f their Extramural cntacts with the English language. These are fr example understanding f spken English, speaking English, understanding f English vcabulary and understanding written English. Hwever, when it cmes t the written English and the develpment f English grammar, it appears that the students see themselves as develping these language skills mre successfully within the language classrm than in their free time. The results als shwed that, whereas the abve-mentined extramural activities were preferred by bth bys and girls, there were als sme differences in their use f extramural activities. Whereas bys rather preferred such activities as Englishspeaking rle-playing r cmputer games, girls, accrding t their answers, preferred such activities as reading texts in English. The results f this study have shwn that, accrding t the students respnses, there is n strng gender difference when it cmes t attitudes abut learning English in schl versus utside the schl.

3 Keywrds: Secnd Language acquisitin, Secnd Language Learning, Extramural English (EE), gender and language learning, ut-f-schl learning

4 Table f Cntents 1. Intrductin Aim Theretical backgrund Learning and acquisitin in Secnd Language Input hypthesis Interactin hypthesis Cllabrative dialgue Extramural English The effect f Extramural English n students learning Gender and language learning Attitudes and beliefs abut language learning Material and Methd Material and methd fr data cllectin The prcess f data cllectin The validity and reliability f chsen data Methd fr data analysis Results Use f English utside the schl Learning English in schl versus utside the schl Gender differences in use f Extramural English Gender differences in beliefs abut learning English in schl versus utside the schl...25 Cnclusin...27 References...30 Appendix 1: The questinnaire... Appendix 2: Infrmatin letter t the schl principles (Including translatin int English)... Appendix 3: Table with results (part ne)... Appendix 4: Table with results (part tw)... Appendix 5: Table with results (part three)... Appendix 6: Table with results (part fur)... Appendix 7: Table with results (part five)... Appendix 8: Table with results (part six)... Appendix 9: Table with results (part seven)... Appendix 10: Table with results (part eight)...

5 1. Intrductin English has a unique psitin in ur wrld tday. Peple use English in varius situatins. It is spken by peple in all walks f life, and fr a variety f purpses, nt least scientific and educatinal. English plays an imprtant rle in the cntext f Swedish educatin and in the cntext f Swedish industry and business. Overall, when it cmes t Sweden, it has been said that frm the 1950s t the present, English has been enthusiastically learnt and used by an ever-increasing prprtin f the ppulatin, acrss all walks f life (Bltn and Meierkrd 2013: 94). The Natinal Agency fr Educatin in Sweden, knwn as Sklverket 1 (2013) describes knwledge f English as nt nly increasing individual's pprtunities t participate in different scial and cultural cntexts, in glbal studies and wrking life, but als prviding new perspectives n the surrunding wrld, enhanced pprtunities t create cntacts and brader understanding f different ways f living. Hwever, English in Sweden is nt learned and used exclusively in the language classrm. As Bltn and Meierkrd (2013: 94) describe it, English has a prminent place in ppular Swedish culture thrugh televisin, the Internet and ther mass media. S even if language classrms are an imprtant part f effective language learning, English in Sweden is widely learnt and used utside even utside the schl r language class. One f the reasns fr the extensin f ut-f-schl learning is the develpment f new technlgy, as mentined abve, such as mbile technlgy, the Internet, nline TV, nline music, scial netwrks, as well as increased pssibilities fr travelling abrad, etc. All f these activities have an effect n the develpment f s-called Extramural English. Sundqvist (2009: 1) defines Extramural English as the English that learners encunter r are invlved in utside the walls f the classrm. The term Extramural English will be discussed further in sectin Sklverket is the Natinal Agency fr Educatin in Sweden and is the central administrative authrity fr the public schl system, publicly rganised pre-schling, schl-age childcare and fr adult educatin Sklverket 2010:6. 1

6 1.1 Aim The aim f the study is t investigate Swedish upper secndary students views n using and learning English utside the classrm in the Swedish cntext. Thus, the research questins f this study are: What Extramural activities, if any, are students engaged in? What are students attitudes t and beliefs abut learning English in schl versus utside the schl? Are there any gender differences in use f extramural activities and attitudes abut learning English in schl versus utside the schl? 2. Theretical backgrund This chapter is ging t present and discuss the research backgrund f study in this essay. T be mre precise, this chapter is ging t refer t relevant theries and specific research findings. Mrever, this essay is ging t shw hw the previus research used in this paper is cnnected t the specific study. As the fcus f this study, n language learning, it seems imprtant t discuss such theries as learning and acquisitin in secnd language, but als input hypthesis, bth develped by Stephen Krashen. Anther thery that this subchapter is ging t discuss is Lng s interactin hypthesis (which in turn is inspired by Krashen s theries) and cllabrative dialgue develped by Merrill Swain. 2.1 Secnd language learning and acquisitin When it cmes t theretical backgrund, it is imprtant t begin with the fundamentals, and specifically the terms language learning and language acquisitin. Accrding t Sundqvist and Sylvén (2016: 79), there is smething called the acquisitin-learning hypthesis. The terms learning and acquisitin are ften used tgether, but sme researchers stress that they are distinct cncepts. One f the mst well-knwn therists wh stresses that in terms f language acquisitin these tw definitins shuld be used independently is Krashen. Accrding t 2

7 Krashen (1981: 1), peple have tw independent ways f develping their knwledge f a secnd language: either thrugh acquisitin r thrugh learning. Language acquisitin accrding t Krashen (1981), is a subcnscius prcess and such as the prcess when a child acquires an L1 and L2. It requires meaningful interactin in the target language natural cmmunicatin in which speakers are cncerned nt with the frm f their utterances but with messages they are cnveying and understanding (Krashen 1981: 1). Language learning by cntrast is smething that usually ccurs cnsciusly and is usually supprted by errr crrectin and the presentatin f explicit rules (Krashen 1981: 2). The reasn why errr crrectin plays such an imprtant part in the cncept f language learning is explained by Krashen as fllws: errr crrectin, it is maintained, helps the learner cme t the crrect mental representatin f the linguistic generalizatin. Hwever, accrding t Ellis (2008: 7), wh refers t McLaughlin (1987), this distinctin may als be seen as prblematic, amng ther reasns because f the difficulty t see whether the abve-mentined prcesses are cnscius r nt. 2.2 Input hypthesis There is a further imprtant aspect, which is imprtant, when it cmes t language acquisitin. This is smething that Krashen labels the input hypthesis. Accrding t Krashen (as cited Ellis 1997: 47), input hypthesis implies that learners acquire an L2 by being expsed t cmprehensible input. This input implies that the learner is expsed t the language, which is a little mre advanced than the learner s current stage f language cmpetence. Accrding t Krashen (Ellis 1997: 47), success is achieved, when interlcutrs succeed in making themselves understd in cmmunicatin. This paper is ging t examine what effect, accrding t students views, ut-fschl learning have n their learning f L2. During their free time, the adlescents are usually expsed t all different levels f English and ften these levels are mre advanced than students language cmpetence. Therefre, by bearing this thery f 3

8 input and its effect n language learning in mind, this essay is ging t examine, whether mre advanced level f language that upper-secndary schl students meet in their free time helps them t develp their current level f knwledge, when it cmes t L Interactin hypthesis Using Krashen s ideas as the basis, Lng (1981: 259) suggests that interactin is an imprtant element in L2 acquisitin. As he explains, input refers t the linguistic frms used; by interactin is meant the functins served by thse frms, such as an expansin, repetitin and clarificatin (Lng 1981: 259). By using expansin, repetitin and clarificatin, a target language speaker can help t develp the cnversatin skills by nn-native-speakers. Thus, by these using functins, the target language speaker can als lighten ther aspects that nn-native-speakers are struggling within their language learning. Accrding t Lightbwn and Spada (2006: 114), Lng (1996) in his later publicatins develped his wn definitin f the interactin hypthesis and stressed such as aspects within it, such as nticing and crrective feedback. When cmmunicatin is difficult, interlcutrs must negtiate fr meaning, and this negtiatin is seen as the pprtunity fr language develpment (Lightbwn and Spada 2006: 114). T sum up, interactin is a very imprtant element fr language acquisitin. This paper is ging t fcus n interactin and its effect n language acquisitin by analyzing the students activities, where they get pssibility t interact, either with each ther (by help f rle games, cmputer games, chatrms etc.) r with target language speaker during their free time. This paper will als fcus n what effect interactin has n students language learning and develpment f different language prficiencies (such as reading and listening cmprehensin), but als ability t express themselves by help f written and spken language. 2.4 Cllabrative dialgue Cllabrative dialgue is als an imprtant cncept t bear in mind when discussing L2 learning utside the walls f classrm. Cllabrative dialgue accrding t 4

9 Merrill Swain (2000: 97), invlves learners achieving linguistic knwledge by using the target language. As Swain summarizes it, it is a knwledge building dialgue (Swain 2000: 97). It is als a type f dialgue where bth the use f target language and the learning f this language ccur tgether, the prcess, when language use mediates language learning. As mentined abve, it is imprtant t bear in mind the thery f cllabrative dialgue in mind, when discussing L2 learning utside the classrm. The aim f this essay is t investigate students views n using and learning English utside the classrm. In this cntext the thery abut if and hw the use f English can cntribute t the learning f this language. 2.5 Extramural English Sundqvist and Sylvén (2016: 9) present the term Extramural English, as riginally cming frm Latin, especially used in the phrase extramural interment. Sundqvist and Sylvén (2016) explain that extramural English refers t English that learners cme in cntact with utside the walls f the classrm (Sundqvist (2009: 24) explained als in her previus paper. As Sundqvist (2009) explains, befre intrducing the term Extramural English (EE), she used terms such as extramural input in English and extramural expsure t input in English. The reasn why she decided t change it int EE was that previus terms did nt include the cncept f utput and implied passivity. As Sundqvist cncludes her discussin regarding the chsen term, thus, I eventually decided n extramural English, a term which cvers aspects f bth input and utput and, hpefully, a term which is free f negative cnntatins and cllcatins (Sundqvist 2009: 25). 2.6 The effect f Extramural English n students learning One f the first schlars, t discuss the effects f extramural English, is Bialystk (1981). It is hwever imprtant t mentin that in her research she des nt use the term Extramural English. Instead she defines such practice as functinal practice (Bialystk 1981: 25), which is: Functinal practice ccurs when the language learner increases his pprtunity t use the language fr cmmunicatin such as ging t mvies, reading bks, r talking t native speakers (1981: 33). Thrugh 5

10 her research, where she examined learning strategies that may be cnsciusly emplyed by any language learner by learning f L2, she discvered that the strategy that cntributed t the develpment f all fur prficiencies reading, writing, speaking and listening was functinal practice. Pickard (1995: 37) cmes apprximately t the same cnclusin. The results f his study shw that activities that are nt specifically recmmended by a teacher, such as reading utside the classrm and listening t the radi, are efficient strategies fr successful language learning. Anther activity, ften discussed in the cntext f Extramural English, is watching English-speaking TV and films n English. Sundqvist and Sylvén (2016) cnclude that in the cuntries that use subtitles rather than dubbing, children becme familiarized with certain level f English lng befre they start schl. Mrever, they add that the mre similar and clser the L2 is t the L1, the mre psitive effects watching TV in the L2 will have. d Ydeawalle and Van de Pel (1999) als made the similar statement frm the results f their research. Accrding t them, even shrt expsure t freign language by, fr example, watching a 10-minute mvie, can lead int limited freign-language acquisitin (d Ydeawalle & Van de Pel 1999: 242). A further aspect f Extramural English that, accrding t Murray (2008: 13) and students that participated in his study, cntributed t students language learning, is music and ppular culture. Accrding t learners stries, they cnsidered pp culture t be a catalyst fr their mtivatin in the sense that it fulfilled their need t extend their persnal wrlds. Mrever, pp culture prvided the input fr language learning and at the same time knwledge, which was crucial fr participatin in scial cnversatins. In additin t this, the use f pp culture as cntent inspired these learners t develp their wn learning strategies, making it pssible fr them t persnalise the learning prcess and at the same time add t the repertire f learning strategies that culd be made available t ther learners (Murray 2008: 13). 6

11 With the develpment f Internet, new pssibilities fr develping f English beynd the walls f the English classrm became pssible. The internet made it pssible fr a great number f individuals arund the wrld t cmmunicate bth rally and in writing thrugh nline chat rms, cmmunities and varius nline games. Fr example, Lam (2000: 457) perfrmed a study with a Chinese immigrant teenager, living in the USA, wh with the help f the Internet managed t develp his skills in English and a sense f belnging t a glbal English-speaking cmmunity. When lking mre clsely at sme f the new ways f language learning that became pssible with the develpment f the Internet, the electrnic cmmunicatin device knwn as Twitter can be mentined. Twitter was launched in 2006 as scial netwrking and micrblgging tl, where each message can cnsist f n mre than 140 characters (Sundqvist & Sylvén 2016: 126). Lmicka and Lrd (2012: 48) were interested in whether Twitter can als be used as a language-learning tl and t build cmmunity amng learners in the U.S. and learners in France and thus t prvide pprtunities t create language practice utside f the classrm. Lmicka and Lrd (2012) cncluded that it has a great ptential fr learning purpses. T be mre precise, the results f their study shwed that students develped a strng sense f cmmunity with thse beynd their classrm and highly appreciated the pssibility t cmmunicate utside f class in rder t share infrmatin, and thus build a strnger cmmunity amng classmates (Lmicka & Lrd 2012: 58). Sundqvist and Wikström (2015: 65) studied the relatin between yet anther aspect f internet practice (ut-f-schl digital gameplay) and in-schl L2 English vcabulary learning. Accrding t their cnclusins, despite the fact that bth gamer and nn-gamer grups perfrmed well in their study, there is psitive relatin between gameplay and prficiency in L2 English when it cmes t bys, wh tend t have mre interest in nline gaming than girls d. Accrding t Sundqvist and Wikström (2015: 74), many f the bys prefer rather t learn freign languages in game-like cnditins, dissimilar t traditinal classrm practice (Sundqvist and Wikström 2015: 74). 7

12 In previus research, Sundqvist (2009) studied whether extramural English has an impact n ral prficiency and vcabulary by Swedish ninth-graders and mapped ut the different Extramural English activities that students are engaged in. Mrever, the aim f her study was als t identify and explicate different crrelatins between extramural English activities and ral prficiency, but als between Extramural English and vcabulary. She came t cnclusin that despite the fact that Extramural English has psitive effects n bth vcabulary and ral prficiency, the psitive effect f EE is mre significant n vcabulary (Sundqvist 2009: 219). Hwever, she ntes that even a small increase in time spent n EE activities makes a significant difference in students ral prficiency, especially n students, wh are spending less time n different EE activities. In additin t that, Sundqvist presents the EE activities, which require learners t be mre prductive and rely n their language skills (such as playing, vide games, surfing the internet, reading bks, reading newspapers r magazines). She claims that these activities had a greater impact n learners ral prficiency and vcabulary cmparing t activities where learner remains passive (such as listening t music, watching TV r films). One f the studies that fcuses specifically n students acquisitin f vcabulary is Sylvén (2010). Sylvén came t the general cnclusin that invlvement in such activities as cmputer games, rle-plays, reading texts in English etc. is an imprtant factr that cntributes t better results in schl. As Sylvén (2010) describes, texts in target language (which in this case is English) prvide better, mre effective and richer surce fr vcabulary acquisitin. The study that Sylvén and Sundqvist (2012: 302) later perfrmed tgether shwed apprximately the same results as in the studies that they perfrmed individually. They came t cnclusin that gaming, as an extramural activity, amng 9th grade learners crrelated psitively with their learning f L2 vcabulary (Sylvén & Sundqvist 2012: 315). They als came t cnclusin that the bys utperfrmed the girls regarding L2 vcabulary, but that was rather because the type f game favured amng bys and girls and because f the ttal amunt f time invested in game play that differed between girls and bys. 8

13 Finally, Olssn (2012) als presents a statistically significant crrelatin between students extramural cntacts in English and sentence length in the written letters. In additin t that, the results als indicate that register variatin is greater amng pupils with frequent extramural cntacts; they use lnger and mre unusual wrds in their articles than in their letters (Olssn 2012: 128). Mrever, by analysing the use f linguistic resurces fr expressin f attitude and graduatin, Olssn cncluded that pupils with frequent extramural English cntacts use a greater variety f such expressins. T add, pupils with frequent expsure t extramural English als shw greater register variatin cmpared t ther grups. In a later study, Olssn (2016: 70) cnfirmed these results and came t a similar cnclusin, when it cmes t psitive effects n register variatin stemming frm extramural English activities. T sum up, the activities, which are nt specifically recmmended by a teacher, the extramural activities that students are mstly engaged in during their spare time, have a cnsiderable effect n students learning f L2. Such activities are nt limited by nly reading utside the classrm and listening t the radi, but als the activities that became pssible with the develpment f Internet (such as nlinechatrms and digital gameplay) that als prvided great ptential fr language learning purpses. Hwever, there may be als be fund sme critical aspects abut Extramural English and its Effect n L2 acquisitin. It can be stated that nt all extramural activities d nt have psitive effect n all f language prficiencies, but rather vcabulary and ral prficiency. In additin t that, it can be cncluded that EE activities that require t be mre prductive and rely n wn language skills have better effect n learners ral prficiency and vcabulary. This paper is ging t examine upper secndary students views n different ways f using and learning English utside the classrm, amng thers what extramural activities d they use and hw (and if) accrding t them d these extramural activities help them t develp the different prficiencies f their L2. 9

14 2.7 Gender and language learning In general, when it cmes t the previus research (bth frm a Swedish and frm an internatinal perspective), in classrm perspective girls seem t achieve better results in different subjects in the classrm cntext than bys d. T begin the discussin frm internatinal perspective, a study invlving adlescents in Australia, England, Wales, New Zealand, and Sctland can be mentined (Carr & Pauwels, 2006). It fund that girls seem t get better results in language studies, than bys, because these studies suited them better. At the same time, the authrs f the study criticize the standardized and bslete methds f language teaching. Accrding t them, these methds rather suit a cmpliant and passive girl; the gd student, willing t d bring wrksheets because she wants t please; wh wrks hard even when the wrk is neither easy, nr enjyable because she wants t gain apprval (Carr & Pauwels 2006: ). In the Swedish perspective, Björnssn (2005: 16) shwed that als in Sweden in general girls seem t have better results than bys d in different subjects, including English and ther language subjects. At the same time, in the three basic subjects in Sweden (which are Math, Swedish and English), bys seem t achieve better results than in any ther subject (Björnssn 2005: 15). Björnssn als (2005: 67-68) mentins that in general bys read much less in their free time than girls d, and instead prefer such activities as playing cmputer games, watching TV r vides. Klapp Lekhlm (2008: 83) als fund significant gender differences, when it cmes t English, Swedish and Math. These differences, accrding t Klapp Lekhlm (2008: 84), imply that girls have a greater degree f interest in and mtivatin fr studying English. In additin t that, Klapp Lekhlm suggests that it is the reasn why girls in general cme better prepared t the lessn. She states that this is als the reasn why they manage t develp better study skills, since their apprach is characterized by interest and mtivatin, the ne that is culturally valued by teachers and by the curriculum (Klapp Lekhlm 2008: 84). 10

15 Hwever, when it cmes t achievements in English based n learning utside the classrm, it appears that situatin is cmpletely different and rather favurs bys. Fr example, Sundqvist (2009: 204) came t the cnclusin that bys spend significantly mre time n different active extramural activities (by fr example playing vide games, surfing the Internet, reading bks, reading newspapers/magazines) cmparing t girls. The girls in turn were engaged in Extramural activities where the participant culd remain rather passive (listening t music, watching TV, watching films). As a result, extramural English had a greater impact n bys ral prficiency and vcabulary, than it has n girls. 2.8 Attitudes and beliefs abut language learning When it cmes t the fcus n students wn attitudes and beliefs abut learning English utside versus in the classrm and specifically n students views, when it cmes t the specific language skills, there are nt many studies that have fcused n this tpic. Lamb (2004: 229) perfrmed a study f English language learning attitudes amng adlescents in prvincial Indnesia, fcusing n students during their first year in junir high schl. Lamb came t cnclusin that even yung learners studied English pretty much independently (bth inside and utside their classrm), hwever withut their teachers prescriptin. Lamb als adds that their penness t the increasing learning pprtunities in the lcal envirnment is ften nt recgnised in lcal curricula, hwever, which instead impse a rigid diet f language items transmitted by teachers and their textbks and assessed in natinal exams (Lamb 2004: 229). Murray s (2008: 3) research in turn fcused n adult Japanese learners, wh were studying English as a freign language and wh managed t reach advanced levels f fluency withut having studied r lived verseas. The learners tell what they did t learn the language utside f the classrm. Murray (2008: 6) ntes that nt all 11

16 students were mtivated t learn, when they studied in junir high schl. At the same time all these learners wh participated in this study shared a cmmn interest in American ppular culture (TV, mvies, and music). This interest in turn cntributed t their mtivatin t learn English. This research will fcus mre specifically n students attitudes, when it cmes t learning English inside versus utside the classrm. T prvide the results mre specifically, this study will als present what language skills, accrding t students themselves, they develp best inside versus utside the language classrm. 3. Material and Methd 3.1 Material and methd fr data cllectin The material that will be used t investigate the students views n using and learning English utside the classrm, is based n previus research n similar tpics and, and mre specifically, n questinnaire data frm chsen grups f students. The methd that was chsen fr this prject is the quantitative questinnaire, which cntains questins with several answer alternatives, sme f which will be cmpleted by questins with pen-ended answers t make it pssible fr students prvide mre detailed infrmatin when mtivating their answers. The reasn why this data cllectin methd was chsen is partly that it is less timecnsuming cmpared t interviews, which is imprtant in the cntext f this essay. The ther reasn has t d with the primary gal f this essay, which is nt nly t investigate the students use Extramural English in the cntext f L2 acquisitin, but als t find ut abut their attitudes t and beliefs abut learning English in schl versus utside the schl. 12

17 The previus research by Sylvén (2004) fcuses n incidental vcabulary acquisitin amng CLIL students, cmpared with a cntrl grup f traditinal students, having Swedish as the main language fr instructin. Accrding t Sylvén (2004: 11) The CLIL is used as an umbrella in her study and is the abbreviatin fr Cntent and Language Integrated Learning. This term cvers all srts f teaching where a language ther than the mther tngue f the students is used as the medium f instructin (Sylvén 2004: 11). Sylvén s study included questinnaire t extract infrmatin abut the persnal backgrund f thse students wh participated in the study. This questinnaire in turn includes questins abut students Extramural activities that they participate in (r nt) in their free time. Since the aim f this thesis is t investigate students views n using and learning English utside the classrm, the questinnaire used in Sylvén (2004) frms the basis fr the quantitative questinnaire that will be used in the current study. Sme f the questins frm the riginal questinnaire (see Appendix 4 and Appendix 5) fr example cncerning the educatinal backgrund f parents, the students husing and their attitudes twards standing in frnt f peple and talking Swedish / English were remved frm the riginal questinnaire, since they were nt relevant fr the present essay. A further questin that was remved frm riginal questinnaire, was the questin asking whether the student plays a musical instrument, r trains any srt f sprts. In additin, there were several questins regarding what student cnsiders abut his/her upper-secndary schl prgram, which were remved. Hwever, there als were sme questins that were added t Sylvén s questinnaire in rder t fulfill the aim f this particular essay. Fr example the questin 14 (see Appendix 4 and 5) was revised and instead f nly asking students what d they think abut their develpment f five language skills in upper-secndary schl, the questinnaire in this thesis als included the questin cncerning hw d students (accrding t their wn pinin) develped abve-mentined language skills (see Appendix 6 and 7) in rder t ensure that the questinnaire gains the answers fr chsen research questins abut attitudes beliefs abut learning English in schl versus utside the schl and whether there any gender differences in these attitudes. Mrever, the scale in Sylvén s research was revised, which frm the beginning was frm 1 t 5 was revised int Likert s scale, which is frm 1 t 4, t avid the tendency amng peple t circle the middle ptin. In additin t that, in the 13

18 questin abut the srts f literature that students read, Srts f literature was changed int Srts f texts in rder t include the web texts as an alternative, since many mre students nwadays use internet amng ther things fr reading f different English-speaking texts. 3.2 The prcess f data cllectin After the revisin, a pilt study was carried ut by help f ne (lder) participant in rder t ensure that survey questins are clear, understandable and fulfill their functin. Bryman (2008), hwever, discusses that in fact, the desirability f pilting such instruments is nt slely t d t ensure that survey questins perate well; pilting has a rle in ensuring that the research instrument as a whle functins well (Bryman 2008: 247). When these aspects were ensured and sme f the questins revised, and it was clear that the research instrument itself fulfilled its functin well, the questinnaire tgether with infrmatin letter t principals was sent t schls. The participants fr this study were students frm several upper-secndary schls in the prvince f Dalarna and the city f Stckhlm, Sweden. The purpse f this study was t cllect as much respndents as pssible bearing the prblem f nnrespnse in mind, as Bryman (2008: 180) suggests. He als explains that the issue f nn-respnse, and in particular f refusal t participate, is f particular significance, because it has been suggested by sme researchers that respnse rates t scial service are declining in many cuntries (Bryman 2008: 180). Using that as an argument Bryman suggests that if the aim f a study is t include 450 respndents and bearing in mind that it culd be 20% f nn-respnse, it is better t cllect smething abut respndents, since apprximately 90 are likely t be nn-respndents. The target here was t cllect apprximately 50 respnses, which means that at least frm 63 t 65 upper secndary schl students needed t be cntacted. When chsing the participants, the chice was made by help f the methd that Bryman (2008: 172) defines as systematic sampling. Accrding t Bryman with this kind f sample, yu select units directly frm the sampling frame that is 14

19 withut resrting t a table f randm numbers (Bryman 2008: 172). Within this essay the system f criteria fr chsing the participants were their educatin level (the students f upper-secndary schls) and age (apprximately frm 15 t 18). Frm the beginning several upper-secndary schls were cntacted, including principals and English language teachers. Hwever, at the end nly tw uppersecndary schls agreed t participate vluntarily in the presented study. The result was that there were 60 students, wh did answer the questinnaire. Frm these 60 questinnaires, 10 were cnsidered as incmplete. The ttal number f students wh cmpleted the questinnaires was 50, f which 27 were girls and 23 bys. The ages f the students ranged frm 16 t 19. The validity and reliability f the cllected data is ging t be discussed in fllwing subchapter. 3.3 The validity and reliability f chsen data When discussing validity and reliability f the material, it is imprtant that there are several factrs that decide whether these aspects are present in the material being investigated and the research itself. But, first f all, it is imprtant t explain the terms reliability and validity themselves. As Bryman explains it, reliability refers t the cnsistency f a measure f a cncept (Bryman 2008: 149). Validity, n the ther hand is presented by Bryman as fllws: Validity refers t the issue f whether an indicatr (r set f indicatrs) that is devised t gauge a cncept really measures that cncept (Bryman 2008: 151). When it cmes t reliability, ne f the ne f the mst imprtant aspects is internal reliability (Bryman 2008: 150. This aspect f reliability implies that when yu have the test where each respndent s answer t each questin frms an verall scre, it is pssible that the questins and their answers are nt related t the same thing. Since this test was already used by previus research perfrmed by Sylvén (2004) and Sundqvist (2009) (despite that their aims were different frm the aim f this 15

20 research, the questinnaires used in their research had the same functin: t prvide general backgrund infrmatin abut the infrmants, their mtivatin fr learning English, their views n English and t measure extramural English (Sundqvist 2009). Anther imprtant aspect f reliability is inter-bserver reliability, which Bryman (2008: 150) describes as fllws: When a great deal f subjective judgement is invlved in such activities as the recrding f bservatins r the translatin f data int categries and where mre than ne bserver is invlved in such activities, there is the pssibility that there is a lack f cnsistency in their decisins. (Bryman 2008: 150) When it cmes t this issue, since this prject is based n a quantitative apprach, the cllected data is already pre-categrized. In additin t that, the fllwing study is perfrmed by nly ne researcher, which results in n inter-bserver dialgue. The reliability risk in this essay, cncerning inter-bserver reliability, might be that ne researcher is t subjective, when analyzing the gained data. When it cmes t validity, Bryman (2008: 32) brings up fur types f validity that the researcher needs t be cncerned abut within his/her essay. The first aspect is measurement validity, which mstly has with quantitative research t d and implies whether a measure that is devised fr a cncept really des reflect the cncept that it is suppsed t reflect. As mentined abve, since this questinnaire was used in previus research fr the similar purpse as in this study, it can be assured that this questinnaire des reflect the aim f this study. Mrever, after several revisins f the questinnaire used in this study it was assured that each questin cntributed t its verall t the verall pint f this thesis and dressed the three research questins. A secnd aspect f validity, accrding t Bryman (2008: 32), is internal validity and is cncerned with the questin, whether ne, tw r mre variables are related t each ther. Since SPSS will be used in this study t investigate hw the different 16

21 variables crrelate (attitudes twards extramural English versus Classrm English and gender) the internal validity will be checked by help f using the technique neway-analysis f variance (r ANOVA) that will be discussed mre specifically in the next subchapter. The third aspect presented by Bryman (2008: 33) is external validity. The issue is cncerned with the questin whether the results f a study can be generalized beynd the specific research cntext. When it cmes t this particular thesis, the findings f this essay may nt be generalized amng all students studying English in all stages f their pre-university educatin in all cuntries f the wrld. Even if the results f this study may t certain extent apply t upper-secndary schl students frm 16 t 18 years in the Swedish cntext, it is very difficult t generalize fr entire (even Swedish ppulatin), since the sample and amunt f students engaged in this study is t small t make such generalizatins. The last aspect f validity Bryman (2008: 33) defines is eclgical validity, which fcuses n whether scial scientific findings are applicable t peple s everyday lives. When it cmes t this particular essay, it is imprtant t bear in mind that language, in particular the English language, is smething that peple in Sweden are expsed t n a regular basis, nt nly when it cmes frmal language classrm learning, but als when it cmes t language learning taking place utside f the classrm cntext. Therefre, any knwledge regarding whether the different aspects f language are develped better in the classrm during ne s free time, is definitely relevant t peple s everyday life. 3.4 Methd fr data analysis Micrsft Excel will als be used specifically in rder t summarize the results f students use f different extramural activities, and t map hw the use f different extramural activities pssibly differs between male and female upper-secndary students. 17

22 Hwever, in rder t analyze the data, it will als be input int the statistical sftware knwn as SPSS (Statistical Sftware fr the Scial Sciences) 2. The same methd fr analyzing similar data (pupils respnses n questinnaire) was used by Sundqvist (2009). The specific versin f SPSS that will be used fr analyzing data within this essay is IBM SPSS Sftware 26. Tgether with Micrsft Excel, SPSS is the mst standard statistical sftware package in applied linguistics and educatinal research (Dörnyei, 2007:198). Mrever, as Paltridge and Phakiti (2010: 39) nte, this prgram is useful fr perfrming statistical analysis f quantitative data. In this study cllected data cncerning student s beliefs when it cmes t learning English in schl versus utside the schl and gender differences will be analysed with help f statistical techniques knwn as T-test and One-way analysis f variance ANOVA. Accrding t Pallant (2013: 109), these tw statistical appraches can be used when the aim is t find ut whether there is a statistically significant difference amng a number f grups. T-tests in particular are used when there are tw grups (fr example males and females) r tw sets f data (befre and after), and yu wish t cmpare the mean scre n sme cntinuus variable. In this particular study, the T-test that is ging t be used is an independent T-test. T specify, in this case, yu cllect infrmatin n nly ne ccasin but frm tw different sets f peple (Pallant 2013: 109). 4. Results This sectin will be divided int fur parts (Excluding this intrductin part) in accrdance t three research questins f this study and thus will present the analysis f data in systematic way. This sectin will als relate the results t the research questins and bring up cnnectins t the theretical backgrund. The first part fcuses n reprted use f extramural English utside the schl chice f extramural activities. The secnd part f this sectin fcuses n students 2 21 See (accessed Nvember 20th, 2017). 18

23 beliefs abut learning f English in schl versus utside the schl. Fr this matter this part will present tw tables: the first ne that is the result f checking the internal validity and shw whether there is a significant difference between variables that imply students beliefs abut hw they learn English in schl (such as speaking in schl, writing in schl etc.) and between thse that describe their beliefs abut hw they learn English utside the schl (such as speaking English utside the schl, writing in schl etc.). The secnd sectin will als cntain the means f students beliefs abut learning English in schl versus utside the schl. The results will then be analyzed with the previus research. The third part will describe gender differences in students use f extramural activities and fr this matter is ging t prvide the diagram cntaining the results f gender differences when it cmes t students chice f extramural activities. This part is als ging t cnnect these results with the results frm literature. The furth and the last part is ging t fcus n gender differences in beliefs abut learning English in schl versus utside the schl. Tw tables are presented. The first ne shws the pssible significance f gender and their beliefs abut learning English inside and utside the classrm. The results are then cmpared t previus research. 4.1 Use f English utside the schl It is hwever imprtant t mentin that students answers were based n the limited list f different alternatives that the questinnaire (see Appendix 1). When it cmes t the extramural activity that the students were mstly engaged in, diagram 1 shws that 47 f the 50 students have answered that they watch English-speaking mvies in their free time. The secnd mst ppular English-speaking extramural activity was watching TV-prgrams in English with Swedish subtitles. This activity appeared t be interesting fr 45 students, whereas 35 students reprted watching TV-prgrams in English withut Swedish subtitles. When it cmes the frequency f perfrmed activities, 35 students replied that they were watching English-speaking mvies smetime / week. 19

24 Students' chice f extramural activities Figure 1: Reprted extramural activities in rder f frequency. In additin t these results can be mentined that 25 students reprted that they were watching TV-prgrams in English with Swedish subtitles daily and that 22 f the 50 students were surfing n Internet daily by using English. Despite these results, it is very difficult t decide which f these activities is used mst frequently by students. One may state that this is the activity watching English-speaking mvies. Hwever smetime / week des nt imply the same frequency as daily. Theretically it may imply the same frequency fr sme students, since in the questin abut frequency f watching English-speaking mvies they did nt get any ther alternative, except fr smetimes / week. Nevertheless, it des nt seem 20

25 crrect t assume that smetimes / week and daily might imply the same frequency, there it is impssible t answer which particular extramural activity was used mre frequently by students. 43 students answered that they used English fr surfing n Internet and f these, abut half (22 students) chse the alternative playing English-speaking rle r cmputer games. Thus, t sum up, watching English-speaking mvies and TV-prgrams in English with Swedish subtitles, were the activities that mst students reprted ding in their free-time. Bth d Ydeawalle and Van de Pel (1999) and Sundqvist and Sylvén (2016) cnsidered these activities t have a psitive effect n learners language develpment. The results als shw that cmputer gaming is an extramural activity that almst half f the students reprted ding. Sundqvist (2009), Sylvén (2010), Sylvén and Sundqvist (2012) as well as Sundqvist and Wikström (2015), cnsidered cmputer gaming t have a significant effect n language prficiency. At the same time, accrding t the results f this study many students reprted using English Language when surfing in Internet. Lam's study (2000: 457) f a Chinese immigrant living in the USA managed t develp his skills in English with the help f Internet.There culd be mre nline activities where the students used English, hwever these were nt investigated. Sylvén and Sundqvist (2016), and Lmicka and Lrd (2012) suggest that Twitter might be a useful language-learning tl. The degree t which use f extramural English activities differs between male and female upper-secndary students, will be discussed in the fllwing subsectin. 4.2 Learning English in schl versus utside the schl This sectin presents the results f questins in rder t investigate any pssible difference in beliefs abut learning English in schl versus utside the schl. 21

26 Table 1 shws the results f the statistical tests and that there is a significant difference between different variables (students' attitudes twards their wn develpment f different language skills in schl versus utside the schl). By lking at Table 1, ne can see that the value in is lwer than As Pallant (2013: 250) explains, if the value in the Sig. (2-tailed) clumn is equal t r less than 0,5 (e. g. 03, 01,.001), there is a significant difference in the mean scres n yur dependent variable fr each f tw grups (Pallant, 2013: 250). T see what particular variable (students' belief f develping f particular skill in classrm versus utside the classrm) has the highest mean value and which has the lwest, the table 2 will be bserved. Table 1. Degrees f freedm, t-values and level f significatin fr t-test between learning and understanding english in schl versus utside the schl. df t Sig. (2-tailed) Speaking Engligh in schl 49 21,19 0,00*** Speaking Engligh utside the schl 49 23,87 0,00*** Writing English in schl 49 23,48 0,00*** Writing English utside the schl 49 23,76 0,00*** Understanding spken English in schl 49 26,86 0,00*** Understanding spken English utside the schl 49 25,10 0,00*** Understanding written English in schl 49 27,51 0,00*** Understanding written English utside the schl 49 25,14 0,00*** English vcabulary in schl 49 22,83 0,00*** English vcabulary utside the schl 49 23,47 0,00*** English grammar in schl 49 22,63 0,00*** English grammar utside the schl 49 18,15 0,00*** Cmmentary: *p <0.05, **p <0.01, ***p <

27 Table 2 shws the mean value (level f develpment accrding t students) f every language skill that students assumed they managed t develp in and utside the classrm. Table 2. Means (M ), maximal mean (Mmax) and standard deviatin (s ) fr learning English in Schl versus utside the schl N M M max (s) Speaking English in schl 50 2,88 4,00 0,96 Speaking Engligh utside the schl 50 3,22 4,00 0,95 Writing English in schl 50 3,00 4,00 0,90 Writing English utside the schl 50 2,90 4,00 0,86 Understanding spken English in schl 50 3,02 4,00 0,80 Understanding spken English utside the schl 50 3,32 4,00 0,94 Understanding written English in schl 50 3,04 4,00 0,78 Understanding written English utside the schl 50 3,16 4,00 0,89 English vcabulary in schl 50 2,82 4,00 0,87 English vcabulary utside the schl 50 3,12 4,00 0,94 English grammar in schl 50 2,96 4,00 0,93 English grammar utside the schl 50 2,50 4,00 0,97 Overall Table 2 shws that there are differences in students beliefs, when it cmes t learning f English in classrm versus utside the classrm. The ttal (maximal) mean value (Mmaz) f every variable is Based n this ttal mean, the mean value fr develping speaking English in schl is lwer (2.88) than mean value fr develping the same prficiency utside the schl (3.22). The same result appears fr develping a prficiency fr understanding f spken English in schl (3.02) versus utside the schl (3.32). Accrding t students, they believe that they develp an understanding f written English better utside the classrm (3.16) versus traditinal classrm develpment f reading cmprehensin (3.04). The same thing als applies t develpment f vcabulary. Accrding t the students themselves, the develpment f their vcabulary is much mre prductive utside the language classrm (3.12) than inside the language classrm (2.82). At the same time when it cmes t the develpment f written English, it appears that the students cnsider develping this language skill mre successfully within the language classrm (3.00) than in their free time (2.90), althugh the difference is very small. There is a bigger difference in pinin cncerning their develpment f English grammar in schl (2.96) versus utside the schl (2.50). S it seems they belief that they learn mre grammar in schl. 23

28 4.3 Gender differences in use f Extramural English There were n bvius differences between the genders cncerning the extramural activities they reprted they did, except fr tw activities. The tw activities with the biggest difference relating t gender were reading and playing cmputer games. As it may be bserved frm the results f this study, there are 12 bys (52% f all bys) and 17 girls (63 % f all girls) reprted ding this. Nevertheless, these results shw clearly that there is still a majrity f girls, wh prefer reading texts in English rather than playing English-speaking rle- r cmputer games (17 girls (63 % f all girls) versus 7 girls (26 % f all girls). Figure 2: Gender differences in relatin t extramural activities 30 The gender differences in use f Extramural activities Bys Girls 24

29 These results are smewhat similar t Björnssn (2005) and Sundqvist (2009), wh came t cnclusin that bys read less in their free time than girls d and instead prefer such activities as playing cmputer games. At the same time, these findings als shw that as well as reading, girls mre ften participate in passive activities, such as listening t music, watching TV, watching films. 4.4 Gender differences in beliefs abut learning English in schl versus utside the schl In rder t investigate the pssible gender differences in attitudes abut learning English in schl versus utside the schl, the data cllected with the help f the questinnaire (See Appendix 1 and 3) was analyzed by help f the ne-way ANOVA test in the prgram SPSS. The extent t which there are any differences in attitudes between genders when it cmes t learning English in schl versus utside the schl will be bserved in Table 3 and Table 4. Table 3. Degrees f freedm, F-values and level f significatin fr ne way-anova between gender and the variables speaking English, writing English, understanding f spken written English, English vcabulary and grammar utside the schl df F Sig. Speaking English utside the schl. 1 1,39 0,25 Writing English utside the schl. 1 3,17 0,08 Understanding f spken English utside the schl 1 2,02 0,16 Understanding f written English utside the schl 1 3,00 0,09 English vcabulary utside the schl 1 3,75 0,06 English grammar utside the schl 1 0,53 0,47 Cmmentary: *p<0,05 Table 3 shws that there is n significant difference in the believed level f develpment f different prficiencies differ amng girls and bys, when they are expsed t English during their spare-time. If this was the case, the value f significance (*p) wuld be lwer than 0.05, but here almst all significant values f all variables are higher than Althugh, writing and vcabulary learning seem t suggest there may be a trend. 25

30 Table 4. Degrees f freedm, F-values and level f significatin fr ne way-anova between gender and the variables speaking English, writing English, understanding f spken English, written English, English vcabulary and grammar in schl df F Sig. Speaking English in schl 1 0,91 0,34 Writing English in schl 1 0,10 0,76 Understanding f spken English in schl 1 0,03 0,87 Understanding f written English in schl 1 1,26 0,27 English vcabulary in schl 1 0,00 0,96 English grammar in schl 1 0,80 0,38 Cmmentary: *p<0,05 Table 4 shws that there is n significant difference in the beliefs abut develpment f language prficiencies amng girls and bys, when it cmes t their perceptin f learning English in the classrm. T sum up, the results f this study have shwn that, accrding t the students wn respnses, there is n significant gender difference when it cmes t beliefs abut learning English in schl versus utside schl. Previus research, bth frm a Swedish and frm an internatinal perspective, tends t supprt the idea that girls seem t achieve better results in different subjects in the classrm cntext than bys d. In this sense, the results f this study shws that the girls als believe they learn at least as much utside the classrm which cntrasts smewhat t Carr and Pauwels (2006) and Klapp Lekhlm (2008) studies, which fund that girls tend t develp their language within the language classrm better than the bys d. Hwever, at the same time it is difficult t cmpare the present study with sme previus studies, since bth Carr and Pauwels and Klapp Lekhlm in their studies fcused hw students actually perfrmed in the classrm and nt n what students reprted abut their wn perfrmance. Sundqvist s study (2009: 88-99) als used language diaries, speaking and vcabulary tests, interviews and language diaries ver a lnger perid s was mre extensive than this study. Thus Sundqvist s study had a pssibility t cmpare students reprted Extramural English language use with the actual results frm these tests that shwed their actual language develpment. 26

31 Cnclusin T sum up, the aim f this study has been t investigate Swedish upper secndary students beliefs abut learning English utside the classrm in the Swedish cntext. The first research questin was abut what extramural activities students reprted they engaged in. The results shwed that Swedish upper-secndary schl students were engaged in many different extramural activities. The tw mst ppular activities were watching English-language mvies and watching TV-prgrams in English with Swedish subtitles. These results may hwever be prblematized, since this study did nt fcus n, whether students were watching English-language mvies with Swedish subtitles r withut them. This study culd nt either present, which activity students perfrmed mre frequently: watching English-language mvies r watching TV-prgrams in English with Swedish subtitles. This was nt able since the questinnaire had different answer alternatives (regarding frequency f the particular activity) fr questins abut English-language mvies and TVprgrams in Swedish. The secnd questin fcused n students beliefs abut learning English in schl versus utside the schl. Accrding t surveyed students, verall they believe they learn mre f the skills investigated utside the classrm. Mst f their language skills (such as understanding f spken English, speaking English, using English vcabulary and understanding written English) they develp with the help f their extramural activities invlving the English language. Hwever, when it cmes t written English and develpment f English grammar, students see these as develping mre successfully within the language classrm than in their free time. The third research questin asked whether there are any gender differences in use f extramural activities and in students attitudes abut learning English in schl versus utside the schl, the results shwed that sme f the extramural activities were preferred by bth bys and girls. Hwever, there were als sme ntable differences in their use f extramural activities. Bys preferred such activities as English-speaking rle play r cmputer games, whereas girls, wh participated in this study instead preferred such activities as reading texts in English. This shws 27

32 that there is n majr difference in whether girls r bys are exclusively engaged in passive r active extramural activities. T specify, accrding t Sundqvist (2009: 202) prductive Extramural English activities require learners t be prductive and t rely n their language skills (fr example when playing vide games, surfing the Internet, reading bks, reading newspapers/magazines), whereas during passive extramural activities learners can remain fairly passive (fr example when listening t music, watching TV, watching films). S bth girls and bys perfrmed these activities but girls preferred reading while bys preferred cmputer games. Fr the questin whether there are any gender differences in attitudes abut learning English in schl versus utside schl, the results f this study have shwn that, accrding t the students wn respnses, there is a gender difference fr tw learning activities namely writing and vcabulary learning. The difference is nt statistically significant hwever. By using Krashen s distinctin between learning and acquisitin, it may be stated that within this study the interviewed students in additin t their classrm learning believe they als acquire the language by means engaging in different extramural activities. It is very difficult t make any srt f generalizatin based n this study. T a certain extent this is because this study nly lked at what students reprt and nt at hw they perfrm in English. Therefre, it is very difficult t discuss their actual perfrmance in versus utside the classrm in this study. It is als very difficult t make any generalizatins cncerning, whether the results f this study may apply t all upper-secndary students frm 16 t 18 years ld, in the Swedish cntext, since this study cnsists f a very small sample f students. Hwever, it is bserved that bth girls and bys believe they imprve their skills in English bth inside and utside the classrm. Bth girls and bys als reprt they that engage in higher rder activities utside the classrm. These activities differ accrding t gender. Girls tend t read mre and bys tend t be invlved in cmputer gaming. Bth f these activities have been shwn t cntribute t imprved prficiency in English accrding t Sundqvist 2009: 202). 28

33 The findings in this thesis can have sme practical applicatins. By using the infrmatin abut his r her wn student s preferences, when it cmes t the different extramural activities that imply the use f English, the teacher can cnsider the lessn planning t be able t make use f the students interests and previus language experiences and thus help students t develp their language by using these. The survey used in this study included a questin abut students first language (see Appendix 1). As the results f this study shw, many f the students participating in this study, had different first languages and nt nly Swedish. Bearing this in mind, it culd be interesting t find ut whether the students first language has any effect n their chice f extramural English activities and their attitudes abut the attitudes t and beliefs abut learning English in schl versus utside the schl. 29

34 References Bialystk, E. (1981). The Rle f Cnscius Strategies in Secnd Language Prficiency. The Mdern Language Jurnal, 65(1), di: / Björnssn, M. (2005). K n ch sklframga ng: tlkningar ch perspektiv. Kön ch sklframga ng: tlkningar ch perspektiv. Stckhlm: myndigheten för sklutveckling. Bryman, A. (2008). Scial Research Methds. 3 rd Ed. Oxfrd: Oxfrd University Press. Carr, J., & Pauwels, A. (2006). Bys and freign language learning: Real bys dn't d languages. Basingstke: Palgrave Macmillan. d'ydewalle, G., & Van de Pel, M. (1999). Incidental freign-language acquisitin by children watching subtitled televisin prgrams. Jurnal f Psychlinguistic Research, 28(3), Ellis, R. (1997). Secnd Language Acquisitin. Oxfrd: Oxfrd Univ. Press Ellis, R. (2008). The study f secnd language acquisitin. Oxfrd: Oxfrd University Press. Jhnsn, K. (2008). Quantitative methds in linguistics. Malden, Mass Blackwell. Klapp Lekhlm, A. (2008). Grades and grade assignment: Effects f student and schl characteristics. Götebrg: Acta Universitatis Gthburgensis. Krashen, S. D. (1981). Secnd language acquisitin and secnd language learning. Oxfrd: Pergamn. Krashen, S. D. (1985). The input hypthesis: Issues and implicatins. Lndn: Lngman. Lam, W. S. E. (2000). L2 literacy and the design f self: A case study f a teenager writing n the Internet. TESOL Quarterly, 34 (3), Lamb, M. (2004). 'It depends n the students themselves': Independent language learning at an Indnesian state schl. Language, Culture and Curriculum, 17(3), Lightbwn, P. M., Spada, N. (2006). Hw languages are learned. Oxfrd: Oxfrd University. 30

35 Lmicka, L., & Lrd, G. (2012). A tale f tweets: Analyzing micrblgging amng language learners. System, 40 (1), di: /j. system Lng, M. H. (1981). Input, interactin and secnd language acquisitin. In H. Winitz (ed.), Native language and freign language acquisitin (Vl. 379, pp ). New Yrk, NY: Annals f the New Yrk Academy f Sciences. Murray, G. (2008). Pp culture and language learning: Learners' stries infrming EFL. Innvatin in Language Learning and Teaching, 2(1), di: / Olssn, E. (2011). Everything I read n the Internet is in English. On the impact f extramural English n Swedish 16-year-ld pupils writing prficiency. Pallant, Julie (2013). SPSS survival manual: a step by step guide t data analysis using IBM SPSS. 5. ed. Maidenhead: McGraw-Hill. Paltridge, B., & Phakiti, A. (2010). Cntinuum cmpanin t research methds in applied linguistics. Lndn: Cntinuum. Sklverket (2013). English. Retrieved frm Sklverket (2010). The Swedish Natinal Agency fr Educatin supervises and prvides supprt fr better schling. A presentatin. Stckhlm: Fritzes. Sundqvist, P. (2009). Extramural English Matters : Out-f-Schl English and Its Impact n Swedish Ninth Graders Oral Prficiency and Vcabulary (PhD dissertatin). Karlstad. Retrieved frm Sundqvist, P., & Sylvén, L. K. (2016). Extramural English in teaching and learning: Frm thery and research t practice. Lndn: Palgrave Macmillan. Swain, M. (2000). The utput hypthesis and beynd: Mediating acquisitin thrugh cllabrative dialgue. In J. P. Lanthlf (ed.), Scicultural thery and secnd language learning (pp ). Oxfrd: Oxfrd University Press. Sylvén, L., Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 prficiency amng yung learners. Recall, 24(3), di: /s x Sylvén, L. K. (2004). Teaching in English r English teaching? On the effects f cntent and language integrated learning n Swedish learners' incidental vcabulary acquisitin. Götebrg: Götebrg University. 31

36 Appendix 1: The questinnaire Elevenkät Hej! Mitt namn är Pjtrs Hlebnikvs ch jag är en student på Högsklan Dalarna ch läser ämneslärarprgrammet med inriktning mt gymnasiesklan, ämnena tyska ch engelska. Just nu så gör jag en undersökning för min C-uppsats i ämnet engelska sm handlar m dina val av aktiviteter ch åsikter vad gäller inlärning av engelska utanför klassrummet. Min undersökning handlar m vilka aktiviteter du deltar i på din fritid sm eventuellt hjälper dig att lära dig engelska. Undersökningen tar ckså upp vilka åsikter du har m inlärning av engelska i ch utanför klassrummet, samt m dessa åsikter ch val av aktiviteter skiljer sig mellan killarna ch tjejerna. Detta Ggle-frmulär består till en str del av frågrna kring din användning av lika aktiviteterna på din fritid sm bidrar till utveckling av din engelska samt hur du upplever din inlärning av engelska i ch utanför klassrummet. Din persnliga infrmatin (förutm årskurs ch kön) kmmer inte att läggas ut ffentligt eller nämnas på någt annat sätt i examensarbetet. För eventuella frågr är du välkmmen att kntakta mig via mejl h12pjhl@du.se eller via telefnnummer van Jag har läst ch förstått vanstående villkr ch ger härmed mitt gdkännande enligt Ja Du är Din ålder: 1. Vilket är ditt mdersmål? Vilket språk pratar du hemma? 2. Om ditt mdersmål är någt annat än svenska, ungefär när började du prata svenska? (Kryssa ett alternativ) Innan jag började sklan När jag gick i 1:an-3:an När jag gick i 4:an-6:an När jag gick i 7:an-9:an

37 3. Har du vistats i någt engelsktalande land? Ja 4. Om ja, i vilket land/vilka länder? 5. Om ja, hur lång tid ttalt? Mindre än 3 mån 3-12 mån Mer än 1 år 6. Pratar du (nästan) bara engelska med någn nära anhörig/kmpis? Ja 7. Om ja, med vem/vilka (mamma, faster, kusin, bästis etc.)? 8. Läser du engelskspråkiga texter på din fritid (utöver sklarbete)? Ja 9. Om ja, hur fta? Någn gång/vecka Någn gång/månad 10. Om ja, vilken typ av texter läser du? Skönlitteratur (deckare, rmaner, etc.) Facklitteratur (Instruktinsböcker, manualer, etc.) Vecktidningar (inklusive webbtidningar) Dagstidningar (inklusive webbtidningar) Webbtexter (frum, blggar, e-tidskrifter, artiklar, etc.) 11. Hur fta ser du på engelskspråkiga TV-prgram sm ÄR textade på svenska? Någn gång / vecka Någn gång / månad

38 Sällan eller aldrig 12. Hur fta ser du på engelskspråkiga TV-prgram sm INTE är textade på svenska? Någn gång / vecka Någn gång / månad Sällan eller aldrig 13. Hur fta ser du på engelskspråkiga filmer (bi, dvd/blu-ray, nline etc.)? Någn gång / vecka Någn gång / månad Någn gång / termin Sällan eller aldrig 14. Spelar du någn frm av engelskspråkiga data- eller rllspel? Ja 15. Om ja, i vilken mfattning? Någn gång / vecka Någn gång / månad 16. Om ja, vilken / vilka typer av spel? 17. Skriver du på engelska (utöver sklarbete)? Ja 18. Om ja, i vilken mfattning? Någn gång / vecka Någn gång / månad 19. Om ja, i vilket sammanhang? Brev Chatgrupper Annat 20. Använder du dig av engelska när du surfar på internet?

39 Ja 21. Använder du dig av engelska när du surfar på internet? Någn gång / vecka Någn gång / månad På en skala mellan 1 ch 4, där 1=mycket dåligt ch 4=mycket bra, hur tycker att du har lärt dig följande saker UNDER din skltid? 25. Att TALA engelska Att SKRIVA engelska Att förstå TALAD engelska Att förstå SKRIVEN engelska Engelsk ORDKUNSKAP Engelsk GRAMMATIK På en skala mellan 1 ch 4, där 1=mycket dåligt ch 4=mycket bra, hur tycker att du har lärt dig följande saker UTÖVER din skltid (alltså UNDER din fritid)? 31. Att TALA engelska Att SKRIVA engelska

40 33. Att förstå TALAD engelska Att förstå SKRIVEN engelska Engelsk rdkunskap Engelsk grammatik Strt tack för att du har fyllt i detta frmulär!

41 Questinnaire fr students Hell! My name is Pjtrs Hlebnikvs and I study upper-secndary schl teacher prgram at Dalarna University and my subjects are English and German. Fr a mment I am perfrming a study fr my Bachelr Thesis in English, which fcuses n yur chice f activities and pinins, when it cmes t learning Englih utside the classrm. My study fcuses n what activities d yu participate in during yur freetime, whic apprently help yu t develp yur English. This research als fcuses n what attitudes d yu have, when it cmes learning f English in and utside the language classrm and whether this chice f activities differs amg bys and girls. This Ggle-frm mstly cnsists f questins abut yur use f different activities in yur free time that cntribute t the develpment f yur English and yur attitude twards learning f English in versus utside the classrm.yur persnal infrmatin (except name and gender) will nt be published fr pen access r in any ther way be mentined in this thesis. Fr further questins yu are welme t cntact me by h12pjhl@du.se r by phne number I read and understd abve-mentined rules and give my apprval t participate in this study. Yes N Yu are By Girl Yur age: 1. What are yur mther tngue? What language d yu speak at hme? 2. If yur mther tngue is ther than Swedish, when did yu start t learn Swedish? Befre I began the schl When I went t 1st t 3rd grade When I went frm 4th t 6th grade When I went frm 7th t 9th grade. 3. Have yu visited any Engish-speaking cuntry? Ja

42 4. If yes, what cuntry/cuntries? 5. If yes, hw lng have yu been there? Less than 3 mnths 3 12 mnths Mre than 1 year 6. D yu speak (mstly) English with any clse relative / friend? Yes N 7. If yes with wh (mther, cusin, best friend etc.)? 8. D yu read English-speaking texts (except the schl literature)? Yes N 9. If yes, hw ften? Daily Smetime/per week Smetime/per mnth 10. If yes, what kind f literature d yu read? Fictin (nvels, dramas, etc.) Nn-fictin literature (Instructinbks, manuals, etc.) Newspapers (including web-newspapers) Daily newspapers (including web-newspapers) Webtexts (frum, blgs, e-jurnals, articles, etc.) 11. Hw ften d yu watch English-speaking TV-shws that are texted int Swedish? Daily Sme time /week Sme time/mnth Rarely r never 12. Hw ften d yu see English-speaking TV-shws that are nt texted int Swedish?

43 Daily Sme time /week Sme time/mnth Rarely r never 13. Hw ften d yu watch English-speaking mvies (cinema, dvd/blu-ray, nline etc.)? Daily Sme time /week Sme time/mnth Rarely r never 14. D yu play any English-speaking cmputer r rle games? Yes N 15. Om ja, i vilken mfattning? Daily Sme time /week Sme time/mnth 16. If yes what kind f game (-es)? 17. D yu write in English? Yes N 18. If yes, hw ften? Daily Sme time /week Sme time/mnth Rarely r never 19. If yes, in what cntext? Letter s Chat grups Other 20. D use English when yu ar surfing in the Internet? Yes N

44 21. If yes, hw ften d yu cme in cntact with English? Daily Sme time /week Sme time/mnth By using the scale between 1 and 4, where 1= very badly and 4 =very gd, hw d yu think yu develped fllwing skills DURING yur schl time? 25. T speak English T write English T underststand spken English T understand written English English vcabulary English grammar By using the scale between 1 and 4, where 1= very badly and 4 =very gd, hw d yu think yu develped fllwing skills during yur FREE TIME? 31. T speak English T write in English

45 33. T underststand spken English T understand written English English vcabulary English grammar Thank yu very much fr filling in this questinnaire!

46 Appendix 2: Infrmatin letter t the schl principles (Including translatin int English) Till sklchef ansvarig för respektive elevgrupper i gymnasiesklan. Hej! Mitt namn är Pjtrs Hlebnikvs ch jag är en student på Högsklan Dalarna ch läser ämneslärarprgrammet med inriktning mt gymnasiesklan, ämnena tyska ch engelska. Just nu så genmför jag en undersökning för min C-uppsats i ämnet engelska sm handlar m gymnasielevers val av aktiviteter ch åsikter vad gäller inlärning av engelska utanför klassrummet. För att precisera, så undersöker jag vilka aktiviteter eleverna deltar i på sin fritid sm eventuellt bidrar till deras utveckling inm ämnet engelska. Undersökningen tar ckså upp vilka åsikter har elever kring inlärning av engelska i ch utanför klassrummet samt m dessa åsikter ch val av aktiviteter skiljer sig mellan killarna ch tjejerna. Metd sm jag tänker använda i samband med min undersökning är en intervjuenkät i frm av Ggle-frmulär sm består till en str del av frågrna kring elevers användning av lika fritidsaktiviteter sm bidrar till deras utveckling av engelska samt huruvida de upplever att deras engelska har utvecklats i ch utanför klassrummet. Elevers persnliga infrmatin (förutm årkurs ch kön) kmmer inte att läggas ut ffentligt eller nämnas på någt annat sätt i examensarbetet. Den infrmatin sm undersökningen främst är ute efter är aktiviteterna sm elever är engagerade i, huruvida de upplever att deras engelska utvecklas såsm i klassrummet, men även utanför klassrummet, samt hur skiljer sig dessa val av aktiviteter ch åsikter kring inlärning av engelska mellan killarna ch tjejerna. För eventuella frågr är du välkmmen att kntakta mig via mail h12pjhl@du.se eller via telefnnummer Med vänlig hälsning, Pjtrs Hlebnikvs

47 T the schl chief respnsible fr participating upper-secndary schl classes. Hell! My name is Pjtrs Hlebnikvs and I study the upper-secndary schl prgram at Dalarna University and my subjects are German and English. At the mment I am ding a study fr my BA thesis in the subject English, which fcuses n upper-secndary schl students chice f activities and attitudes when it cmes t learning English utside the classrm. Mre specifically, I am studying what activities students participate in their freetime and whether these cntribute t their learning f English. This study als investigates what attitudes d students have when it cmes t the learning f English in versus utside the language classrm and als whether these attitudes and chice f activities differ between bys and girls. The methd that I am using within this research is the interview questinnaire made by help Ggle Frms prgram, which mstly cnsists f questins abut different spare time activities that cntribute t students develpment f English and what are their attitudes twards their wn develpment f English, bth in and utside the classrm. Students persnal infrmatin (except their age, schl year and gender) will nt be published r mentined in any ther way in this thesis. The infrmatin that this thesis mstly fcuses n, are the activities that students participate in, hw d their English develps, bth inside and utside the classrm and hw d the chice f activities and attitudes abut learning English in schl versus utside the schl differs between male and female students. In case f any questins yu are welcme t cntact me via h12pjhl@du.se r by phne number Kind Regards Pjtrs Hlebnikvs

48 Appendix 3: Table with results (part ne) Respndent Kön Ålder Fråga 1 Fråga 2 Fråga 3 Fråga 4 R1 16 Svenska Ja Strbritanien R2 17 Tyska Innan jag började sklan R3 17 Arabiska Innan jag började sklan Ja USA R4 17 Serbiska Innan jag började sklan R5 17 Serbiska Innan jag började sklan R6 17 Engelska Innan jag började sklan Ja Strbritanien R7 18 Makednska När jag gick i 7:an - 9:an R8 17 Svenska Ja USA R9 17 Syrianska Innan jag började sklan R10 17 Svenska Ja USA R11 18 Spanska När jag gick i 7:an - 9:an R12 17 Arabiska Innan jag började sklan R13 17 Armeniska Innan jag började sklan R14 17 Tyska När jag gick i 7:an - 9:an R15 16 Syrianska Innan jag började sklan R16 17 Arabiska Innan jag började sklan Ja Strbritanien R17 17 Svenska R18 17 Assyriska Innan jag började sklan Ja USA R19 17 Syrianska Innan jag började sklan R20 17 Arabiska När jag gick i 1:an - 3:an R21 17 Syrianska Innan jag började sklan Ja Strbritanien R22 18 Assyriska När jag gick i 4:an - 6:an R23 17 Svenska R24 17 Arabiska När jag gick i 4:an - 6:an R25 17 Syrianska Innan jag började sklan R26 17 Arabiska När jag gick i 1:an - 3:an R27 17 Syrianska Innan jag började sklan Ja USA R28 17 Assyriska Innan jag började sklan Ja USA, Strbritanien R29 17 Syrianska När jag gick i 4:an - 6:an R30 17 Syrianska När jag gick i 7:an - 9:an R31 17 Arabiska Innan jag började sklan Ja USA R32 17 Spanska Innan jag började sklan R33 17 Svenska Ja Strbritanien R34 17 Svenska R35 17 Arabiska När jag gick i 7:an - 9:an R36 18 Arabiska När jag gick i 7:an - 9:an R37 17 Svenska Ja USA R38 17 Arabiska När jag gick i 7:an - 9:an R39 19 Syrianska När jag gick i 7:an - 9:an R40 17 Arameiska När jag gick i 1:an - 3:an Ja Strbritanien, USA R41 17 Arabiska När jag gick i 4:an - 6:an R42 16 Svenska Ja Australia R43 16 Svenska Ja USA R44 17 Svenska Ja Strbritanien R45 16 Svenska Ja USA, Kanada, Strbritanien R46 16 Svenska R47 16 Svenska R48 17 Svenska Ja Irland R49 16 Svenska Ja USA R50 17 Svenska Ja USA

49 Appendix 4: Table with results (part tw) Respndent Kön R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22 R23 R24 R25 R26 R27 R28 R29 R30 R31 R32 R33 R34 R35 R36 R37 R38 R39 R40 R41 R42 R43 R44 R45 R46 R47 R48 R49 R50 Fråga 5 Fråga 6 Fråga 7 Fråga 8 Fråga 9 Mindre än 3 mån Ja Mindre än 3 mån Ja Någn gång / vecka 3-12 mån Ja Familj ch några vänner Ja Mindre än 3 mån Ja Släkt Mindre än 3 mån Ja Kmpis Ja Någn gång / vecka Ja Någn gång / vecka Ja Ja Mindre än 3 mån Ja Kmpis, släkt Ja Ja Kusiner Ja Någn gång / vecka Mindre än 3 mån Ja Kusiner Ja Någn gång / vecka Mindre än 3 mån Ja Kusin Ja Någn gång / månad Ja Syskn Ja Ja Lagskamrater Ja Kusiner, vänner Ja Någn gång / månad Mindre än 3 mån Ja Någn gång / månad Mindre än 3 mån Ja Barndmsvän i USA, Mrbrrs familj Ja Någn gång / vecka Ja Någn gång / vecka Ja Kmpis Ja Någn gång / månad Mindre än 3 mån Mindre än 3 mån Ja Kmpis Ja Någn gång / månad 3-12 mån Ja Kmpis Ja Någn gång / vecka Mindre än 3 mån Ja Mindre än 3 mån Ja Flickvän Ja Mindre än 3 mån Ja Styvfar Ja Mindre än 3 mån Ja Bästa vänner Ja Mindre än 3 mån Ja Pjkvän Ja Ja Släkt (Mrbrr) Ja Någn gång / månad Ja Bästa vänner Ja 3-12 mån Ja Plare från Irland Ja Någn gång / vecka Mindre än 3 mån Ja Pjkvän Ja Mindre än 3 mån Ja Styvmamma, bästa vän Ja

50 Appendix 5: Table with results (part three) Fråga 10 Fråga 11 Webbtexter Någn gång/vecka Sällan eller aldrig Sällan eller aldrig Dagstidningar Skönlitteratur, Vecktidningar Vecktidningar, Dagstidningar, Webbtexter Webbtexter Någn gång / månad Webbtexter Någn gång /vecka Webbtexter Skönlitteratur, Vecktidningar, Dagstidningar, Webbtexter Någn vecka / vecka Vecktidningar, Webbtexter Vecktidningar Någn gång / vecka Någn gång / vecka Någn gång / vecka Webbtexter Webbtexter Någn gång / vecka Facktexter, Webbtexter Någn gång / vecka Skönlitteratur, Webbtexter Skönlitteratur, Webbtexter Webbtexter Någn gång / vecka Dagstidningar Sällan eller aldrig Någn gång / vecka Någn gång / vecka Någn gång / vecka Skönlitteratur, Webbtexter Någn gång / vecka Någn gång / vecka Dagstidningar, Webbtexter Någn gång / månad Sällan eller aldrig Skönlitteratur, Dagstidningar, Webbtexter Sällan eller aldrig Webbtexter Någn gång / vecka Skönlitteratur Någn gång / vecka Skönlitteratur, Vecktidningar, Dagstidningar, Webbtexter Någn gång / vecka Skönlitteratur, Webbtexter Någn gång / vecka Webbtexter Webbtexter Webbtexter Skönlitteratur Skönlitteratur