EFL TERTIARY STUDENTS' PERCEPTION AND PRACTICE WITH LANGUAGE LEARNING BEYOND THE CLASSROOM: THE CASE OF VIETNAM

Nguyen Vu Khanh, Truong Bach Le

Abstract


While language teaching is widely acknowledged as preparation for real-life language use, attention is still focused mainly on classroom-bounded learning. However, the development of technology allows language learners to extend their learning opportunities beyond the classroom. Using a mixed method design that included questionnaires and semi-structured interviews, this study aims to explore how Vietnamese EFL tertiary students perceive and utilize language learning beyond the classroom (LLBC) resources in learning English. This study finds that the students perceived well the feasibility of the LLBC, and believed in the benefits of LLBC resources and activities in improving pronunciation and vocabulary, listening, and speaking skills. In addition, the students are found also to try to develop strategies for making the most of individual LLBC resources and activities to improve their English proficiency. The study also provides implications for the teachers to prepare and equip themselves with the effective utilization of LLBC resources and activities to provide their students with helpful advice.

 

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Keywords


language learning beyond the classroom, learning experience, education policy, Vietnamese EFL tertiary students

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DOI: http://dx.doi.org/10.46827/ejel.v8i3.4888

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