The Impact of Digitally Based Extramural English on Students’ Acquisition and Inclination to Use Formal, Academic English Vocabulary

Sammanfattning

In today’s digital world, English language learners are provided with a wide variety of authentic language content. As a result, out-of-school contexts have become an important aspect for language learning. Understanding how extramural English clusters affect and support language learning can help to identify language patterns, and what learners need for personal and academic growth regarding language and educational success. The main objective of this mixed-method study was to examine the correlation between digitally based EE clusters and the inclination to use formal English vocabulary by Swedish grade nine students, but also the potential risks of EE exposure through digital-based media activities. Data was collected through a survey regarding consumption of extramural activities and two vocabulary tests (AVT and PAVT). The quantitative results, generated and analysed through a regression model, found that only the Reading cluster showed a significant correlation with formal, academic vocabulary acquisition and proficiency. Meanwhile, Reading was the cluster that the least number of students frequently engaged with. The qualitative results were analysed thematically according to clusters, which showed that clusters such as Visual, Audio, Communication and Mixed-Media were common among students. Further analysis identified that EE exposure could potentially lead to a blend of formal and informal language or normalised misspellings. These findings suggest that students who engage with reading-based activities are more likely to utilise formal, academic vocabulary. However, clusters affect vocabulary acquisition differently, and teachers should strive towards motivating students to engage with English extramurally regardless of outcome to further their language proficiency.