UCLA

This study, employing qualitative methods, examined high school English as a foreign language (EFL) learners' English learning trajectories and their out-of-class English learning practices. The main goal of this study was to understand, from a student perspective, the influence of social factors on English learning trajectories and out-of-class English learning practices. In Phase 1, students (N = 45) documented their out-of-class English activities in the forms of activity logs and photos. Then in-depth interviews were conducted focusing on students' learning trajectories and out-of-class learning practices. Phase 2 involved home observations of selected students from Phase 1 (n = 4). In general, students described their learning trajectories based on what they considered as critical events of their English learning experiences. These critical events typically either dramatically improved or stunted English learning trajectories. Three types of critical events were found: interactions with English speakers, formal instruction, and engagement in informal out-of-school activities. Unexpectedly, despite the study's focus on external factors, two internal factors (self-concept and attitudes) were found to be highly connected to social factors: learning trajectories and out-of-class learning practices, which indicates complicated interrelated relationships among external factors, internal factors, and out-of-class learning. The findings indicate the critical role of social interactions and social structure on both overall English learning trajectories and out-of-class English learning practices. Out-of-class English learning practices found in this study consist of informal in-school activities, formal out-of-school instruction, informal out-of-school instruction, and self-sponsored study. The latter three were found to be highly influential to English learning of this group of students. Out-of-class learning practices were perceived to be helpful in several ways: helping with in-class learning, changing learning trajectories, increasing English exposure, making learning enjoyable, and helping with learning sociocultural aspects of the English language. This study provides practical suggestions to support students' English language development: (1) promote students' self-concept, (2) create quality home English language environment and (3) involve people in students' social network in school interventions.