Personal English Learning Ecologies and Meaningful Input with Digital and Non-Digital Artefacts
Abstract
Abstract
This paper analyses self-perceived learning ecologies in relation
to EFL/ESL input. To this end, we integrate ecological perspectives
with language development theories. In addition, we present data
from in-depth and member checking interviews. Our findings indicate
a low exposure to extensive written input and oral non-digital input.
We discuss possible links between intensive and extensive reading
and digital and non-digital oral input. Ultimately, the findings
raise interesting questions about the compensatory and complementary
roles of in-school learning and out-of-school learning.
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62754
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