Project Details
Funding Scheme : Early Career Scheme
Project Number : 28608920
Project Title(English) : Role of Informal Digital Learning of English (IDLE) in Hong Kong university students’ perceptions of English as an International Language (EIL) 
Project Title(Chinese) : 非正規的英語電子學習的角色在香港的大學學生對英語作為國際性語言的觀感 
Principal Investigator(English) : Dr Lee, Ju Seong 
Principal Investigator(Chinese) :  
Department : Department of English Language Education
Institution : The Education University of Hong Kong
Co - Investigator(s) :
Panel : Humanities, Social Sciences
Subject Area : Education
Exercise Year : 2020 / 21
Fund Approved : 453,150
Project Status : On-going
Completion Date : 31-12-2022
Abstract as per original application
Due to technological advancement and its growing affordances, English language learning and teaching beyond the classroom with technology has received recent research attention in the fields of Computer Assisted Language Learning (CALL) and Teaching English to Speakers of Other Languages (TESOL) (Lai, 2017; Reinders & Benson, 2017). The PI calls this emerging phenomenon Informal Digital Learning of English (IDLE), which is defined as “self-directed, naturalistic, digital learning of English in unstructured, out-of-class environments” (Lee, 2019a, p. 116). Concurrently, it has become increasingly common for ESL/EFL learners to communicate with English speakers from diverse linguistic and cultural backgrounds. Against this backdrop, Matsuda (2017) underscores the functional dimension of English from the English as an International Language (EIL) perspective, which broadly encompasses two constructs—namely, perceptions of varieties of English and strategic competence for cross-cultural communication. Although contemporary ESL/EFL students, as authentic EIL users, are increasingly engaging in cross-cultural communication in a range of IDLE environments (e.g., talking with diverse English speakers via social media or through digital gameplay), to date there is scant research on this topic. Building upon the PI’s previous studies (Lee, 2019a; Lee & Drajati, in press; Lee & Lee, 2019a, 2019b), this proposed research aims to fill the current gap by investigating the relationship between IDLE and two dimensions of EIL among Hong Kong university students, who are increasingly experiencing diverse accents among users of English through IDLE activities (Yung, 2019). Drawing on a sequential explanatory mixed-methods research design, data will be collected from 20 ESL/EFL classes at two universities by means of questionnaires (N = 400), open-ended questions (N = 400), semi-structured interviews (n = 40), and stimulated recalls (n = 40). With an interdisciplinary approach drawing from CALL, sociolinguistics, and TESOL, theoretically this study can help us better understand and further theorize the way in which informal language practice using technology is related to contemporary students’ perceptions of EIL. From a research perspective, the triangulated data gives us detailed insights into how students’ engagement in IDLE activities is conducive to developing their perceptions of EIL. Pedagogically, the findings will offer practical insights into how English language teachers can better prepare contemporary English learners for cross-cultural interactions in digital or face-to-face milieus. Additionally, since conventional EIL pedagogy seems to be limited within a classroom setting, the findings will broaden the current scope of the EIL pedagogical model beyond a classroom setting.
由於技術的進步及其日益增長的可供性,利用科技進行課堂以外的英語學習和教學在電腦輔助語言學習(CALL)和向其他語言使用者教授英語(TESOL)在近期有很多研究 (Lai, 2017; Reinders & Benson, 2017)。PI將這一新興現象稱為非正式數碼英語學習(IDLE),它被定義為在非結構化的課外環境中進行自主的、自然主義的數碼英語學習(Lee, 2019a, 第116頁)。與此同時,英文作為第二語言或外國語言(ESL/EFL)的學習者與來自不同語言和文化背景的英語使用者交流已變得越來越普遍。在此背景下,Matsuda(2017)從英語作為國際語言(EIL)的角度強調了英語的功能維度,它大致包括兩個構念,即對英語種類的認知和跨文化交際的策略能力。雖然當代的ESL/EFL學生作為真實的EIL使用者,越來越多地參與到一系列的跨文化交流中(例如,通過社交媒體或數碼遊戲與不同的英語使用者交談),但迄今為止,這方面的研究還很少。在PI先前研究的基礎上(Lee, 2019a; Lee & Drajati, in press; Lee & Lee, 2019a, 2019b),這項研究旨在通過調查香港大學生中IDLE和EIL兩個維度之間的關係來填補目前的空白,香港大學生通過IDLE活動越來越多地體驗到英語使用者不同的口音(Yung, 2019)。採用順序解釋混合方法的研究設計,通過問卷調查(N = 400)、開放式問題(N = 400)、半結構式訪談(N = 40)和刺激回憶(N = 40)的方式,從兩所大學的20個ESL/EFL班級收集資料。本研究運用CALL、社會語言學、TESOL等跨學科研究方法。在理論上,本研究幫助我們更好地理解和進一步理論化使用技術的非正式語言實踐與當代學生對EIL的認知之間的關係。從研究的角度來看,三角式資料會為我們提供詳細的見解,讓我們瞭解學生參與IDLE活動是如何有助於發展他們對EIL的看法。在教學方面,這些發現將為英語教師如何更好地為當代英語學習者線上或面對面環境中的跨文化互動做好準備提供實用的見解。此外,由於傳統的EIL教學法似乎局限於課堂環境,研究結果將擴大目前的EIL教學法模式的範圍,使其超越課堂環境。
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