Editor: Peter Garrett (University of Cardiff)
Review editor: Terry Shortall (University of Birmingham)
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Volume: 13 Number: 3 Page: 180–202
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Learning Autonomously: Contextualising Out-of-class English Language Learning
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Fiona Hyland
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This paper examines the out-of-class English language learning activities of student teachers in Hong Kong, using questionnaires, interviews and learner diaries. The study found that while many of the students devoted considerable time to studying and practising English outside the
classroom, much of this time was spent on more receptive activities such as listening and reading, rather than speaking. Students had a tendency to focus on private rather than public activities which did not involve face-to-face contact. Two students' out-of-class learning activities and
their feelings towards using in English are examined in more detail. It is suggested that the reasons for their avoidance involved both individual and social/political factors, principally the implications attached to using English and the fear of negative judgement. However, it is pointed
out that despite their negative feelings about using English in public, these were successful English learners who actively sought opportunities to use English in their private domain. It is suggested that the private domain may be a valuable setting for out-of-class language learning, since
it is both less threatening to identity and is also easier for the student to control .
Keywords: OUT-OF-CLASS, INDEPENDENT, LANGUAGE LEARNING ACTIVITIES, AUTONOMY, CONTEXT, IDENTITY
© 2004 Multilingual Matters
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