Study Abroad: Extracurricular Language Learning

Extracurricular language learning, extramural language learning, out-of-class learning, extra-academic activities define activities in an out-of-school setting which involve intentional or unintentional language learning activities. The activities may include surfing the Internet, using online resources, social media and internet portals, reading books, newspapers/magazines, watching films, TV shows, music videos, video blogs, listening to music, playing video games, etc. Language learning in study abroad context, especially during short term studies, has an impact on the proficiency of language learning, therefore, it is crucial to choose the most effective language learning methods. Moreover, language learning is beneficial for cultural awareness as well as integration into society and the community. According to Richards (2015), two key dimensions are important in successful second language learning: classroom as well as out-of-class activities; without doubt, motivation is another key factor (Sundqvist and Sylven, 2016) in foreign language learning as well. The research aimed to investigate the attitudes towards extracurricular language learning activities by foreign students studying at Kaunas University of Technology (KTU). Students studying Lithuanian as well as English were asked to express their preference towards extracurricular language learning activities. The classification of extramural language learning (ELL) activities introduced by Sundqvist (2009) was used to compose a questionnaire which was used to identify preferred ELL activities in learning both languages: Lithuanian as the target culture language as well as English as study abroad environment language. The research focused on 3 key aspects: how studying in Lithuania affects learning Lithuanian; how studying in Lithuania affects learning English; the most preferable ELL activities for language learning. The results of the research reveal students’ positive attitude towards ELL. The study questions whether the beforehand awareness of ELL activities is important for foreign language learners.