EXTRAMURAL ENGLISH AND ADULT EFL LEARNERS’ PHONOLOGICAL AWARENESS

Lailatus Sa'adah; Syafi'ul Anam; Daning Hentasmaka

doi:10.24127/pj.v12i3.7735

EXTRAMURAL ENGLISH AND ADULT EFL LEARNERS’ PHONOLOGICAL AWARENESS

Lailatus Sa'adah⁽¹⁾, Syafi'ul Anam⁽²⁾, Daning Hentasmaka^(3*),

(1) STKIP PGRI Jombang
(2) Universitas Negeri Surabaya
(3) STKIP PGRI Jombang SINTA ID : 5998191
(*) Corresponding Author

Abstract

This study examines the duration of adult EFL learners’ extramural English activities related to their phonological awareness. For this purpose, (Indonesian, N = 32, 3 males and 29 females) learners participated in the study. After analyzing the questionnaires and the phonological awareness test using the non-parametric (Spearman) correlation, the result showed a strong positive correlation between the amount of time the adult EFL learners spend for spoken and written extramural English activities and their phonological awareness ability. The extramural English activities they mainly engage in are dealing with technology. The findings call for future research examining the effect of extramural English on phonological awareness and other possible English components or skills.

Keywords

Extramural English, Adult EFL learners, Phonological Awareness

References

Al Otaiba, S., Connor, C., Lane, H., Kosanovich, M. L., Schatschneider, C., Dyrlund, A. K., Miller, M. S., & Wright, T. L. (2008). Reading First kindergarten classroom instruction and students’ growth in phonological awareness and letter naming–decoding fluency. Journal of School Psychology, 46(3), 281–314. https://doi.org/10.1016/j.jsp.2007.06.002

Anthony, J. L., & Francis, D. J. (2005). Development of Phonological Awareness. Current Directions in Psychological Science, 14(5), 255–259. https://doi.org/10.1111/j.0963-7214.2005.00376.x

Avello, M., Camacho-Miñano, M.-M., Urquia-Grande, E., & del Campo, C. (2019). “Do You Use English in Your Daily Life?” Undergraduate Students’ Perceptions of Their Extramural Use of English. Journal of Teaching in International Business, 30(1), 77–94. https://doi.org/10.1080/08975930.2019.1627978

Benson, P., & Reinders, H. (Eds.). (2011). Beyond the Language Classroom. Palgrave Macmillan UK. https://doi.org/10.1057/9780230306790

Brennan, C., & Booth, J. R. (2015). Large grain instruction and phonological awareness skill influence rime sensitivity, processing speed, and early decoding skill in adult L2 learners. Reading and Writing, 28(7), 917–938. https://doi.org/10.1007/s11145-015-9555-2

Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37(4), 408–426. https://doi.org/10.1598/RRQ.37.4.4

Cooper, D. H., Roth, F. P., Speece, D. L., & Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23(3), 399–416. https://doi.org/10.1017/S0142716402003053

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson.

Csomay, E., & Petrović, M. (2012). “Yes, your honor!”: A corpus-based study of technical vocabulary in discipline-related movies and TV shows. System, 40(2), 305–315. https://doi.org/10.1016/j.system.2012.05.004

De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important? Bilingualism: Language and Cognition, 23(1), 171–185. https://doi.org/10.1017/S1366728918001062

Frances Litzler, M., & Bakieva, M. (2017). Diarios de aprendizaje en el estudio de los idiomas extranjeros: Opiniones de alumnos acerca de su utilidad para la autonomía de los aprendices. Didáctica. Lengua y Literatura, 29, 65–80. https://doi.org/10.5209/DIDA.57130

Frijters, J. C., Barron, R. W., & Brunello, M. (2000). Direct and Mediated Influences of Home Literacy and Literacy Interest on Prereaders’ Oral Vocabulary and Early Written Language Skill. 12.

Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: Competencies for analysis and applications (10th ed). Pearson.

Gee, J., Paul. (2008). Learning and Games. MacArthur Foundation Digital Media and Learning Initiative., 21–40.

Giambo, D. A., & McKinney, J. D. (2004). The Effects of a Phonological Awareness Intervention on the Oral English Proficiency of Spanish-Speaking Kindergarten Children. TESOL Quarterly, 38(1), 95. https://doi.org/10.2307/3588260

Hellekjær, G. O. (2010). Lecture Comprehension in English-Medium Higher Education. HERMES - Journal of Language and Communication in Business, 45, 11–34. https://doi.org/10.7146/hjlcb.v23i45.97343

Hismanoglu, M. (2012). An investigation of phonological awareness of prospective EFL teachers. Procedia - Social and Behavioral Sciences, 31, 639–645. https://doi.org/10.1016/j.sbspro.2011.12.117

Huang, A. (2016). Extramural English Activities An investigation of upper secondary students’ extramural English activities (English Teacher Education).

Khalaf, S., Santi, K. L., Kulesz, P. A., Bunta, F., & Francis, D. J. (2019). Bilingual Phonological Awareness: Construct Validation in Grade 1 Spanish‐Speaking English Learners. New Directions for Child and Adolescent Development, 2019(166), 79–110. https://doi.org/10.1002/cad.20303

Kim, D., Kim, W., & Lee, K. (2007). The Relationship between Phonological Awareness and Early Reading for First Grade Korean Language Learners with Reading Difficulties. Asia Pacific Education Review, 8(3), 426–434. https://doi.org/10.1007/BF03026471

Konza, D. (2011). Phonological awareness. Research into practice. Retrieved from www.decs.sa.gov.au/literacy.

Koolstra, C. M., & Beentjes, J. W. J. (1999). Children’s vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research and Development, 47(1), 51–60. https://doi.org/10.1007/BF02299476

Latief, M. (2012). Research methods on language learning: An introduction. Universitas negeri malang.

Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1–26. https://doi.org/10.1093/applin/22.1.1

Lee, J. S., & Lu, Y. (2021). L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts. Computer Assisted Language Learning, 1–23. https://doi.org/10.1080/09588221.2021.1901746

Lefever, S. (2010). English skills of young learners in Iceland. 17.

Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., & Jared, D. (2006). Understanding print: Early reading development and the contributions of home literacy experiences. Journal of Experimental Child Psychology, 93(1), 63–93. https://doi.org/10.1016/j.jecp.2005.07.003

Lindgren, E., & Muñoz, C. (2013). The influence of exposure, parents, and linguistic distance on young European learners’ foreign language comprehension. International Journal of Multilingualism, 10(1), 105–129. https://doi.org/10.1080/14790718.2012.679275

Olsson, E. (2012). "Everything I read on the Internet is in English”. Goteborgs Universitet.

Palermo, F., & Mikulski, A. M. (2014). The role of positive peer interactions and English exposure in Spanish-speaking preschoolers’ English vocabulary and letter-word skills. Early Childhood Research Quarterly, 29(4), 625–635. https://doi.org/10.1016/j.ecresq.2014.07.006

Peters, E., & Webb, S. (2018). INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING. Studies in Second Language Acquisition, 40(3), 551–577. https://doi.org/10.1017/S0272263117000407

Plaza, M., & Cohen, H. (2007). The contribution of phonological awareness and visual attention in early reading and spelling. Dyslexia, 13(1), 67–76. https://doi.org/10.1002/dys.330

Puimège, E., & Peters, E. (2019). Learners’ English Vocabulary Knowledge Prior to Formal Instruction: The Role of Learner‐Related and Word‐Related Variables. Language Learning, 69(4), 943–977. https://doi.org/10.1111/lang.12364

Reinders, H., & Benson, P. (2017). Research agenda: Language learning beyond the classroom. Language Teaching, 50(4), 561–578. https://doi.org/10.1017/S0261444817000192

Saiegh-Haddad, E., & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504. https://doi.org/10.1007/s11145-007-9074-x

Schmitt, S. A., Simpson, A. M., & Friend, M. (2011). A longitudinal assessment of the home literacy environment and early language: Longitudinal Assessment of HLE. Infant and Child Development, 20(6), 409–431. https://doi.org/10.1002/icd.733

Senechal, M., & LeFevre, J.-A. (2002). Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417

Solari, E. J., & Gerber, M. M. (2008). Early Comprehension Instruction for Spanish-Speaking English Language Learners: Teaching Text-Level Reading Skills While Maintaining Effects on Word-Level Skills. Learning Disabilities Research & Practice, 23(4), 155–168. https://doi.org/10.1111/j.1540-5826.2008.00273.x

Souza, H. K. (2015). Phonological Awareness and Pronunciation in a Second Language. 500.

Storch, N., & Hill, K. (2008). What happens to international students’ English after one semester at university? Australian Review of Applied Linguistics, 31(1), 4.1-4.17. https://doi.org/10.2104/aral0804

Sundqvist, P., Karlstads universitet, & Avdelningen f??r engelska. (2009). Extramural English matters out-of-school English and its impact on Swedish ninth graders’ oral proficiency and vocabulary. Faculty of Arts and Education, English, Karlstads universitet. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4880 urn:nbn:se:kau:diva-4880

Sundqvist, P., & Sylvén, L. K. (2016). Age, Motivation, and Theories of L2 Learning. In P. Sundqvist & L. K. Sylvén, Extramural English in Teaching and Learning (pp. 75–111). Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-46048-6_4

Swanson, H. L., Orosco, M. J., Lussier, C. M., Gerber, M. M., & Guzman-Orth, D. A. (2011). The influence of working memory and phonological processing on English language learner children’s bilingual reading and language acquisition. Journal of Educational Psychology, 103(4), 838–856. https://doi.org/10.1037/a0024578

Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3), 302–321. https://doi.org/10.1017/S095834401200016X

Tertiary Education Commission. (2008). Starting Point Supporting the Learning Progressions For Adult Literacy. Tertiaty Education Commission.

Torppa, M., Poikkeus, A.-M., Laakso, M.-L., Tolvanen, A., Leskinen, E., Leppanen, P. H. T., Puolakanaho, A., & Lyytinen, H. (2007). Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia. Scientific Studies of Reading, 11(2), 73–103. https://doi.org/10.1080/10888430709336554

Venkatagiri, H. S., & Levis, J. M. (2007). Phonological Awareness and Speech Comprehensibility: An Exploratory Study. Language Awareness, 16(4), 263–277. https://doi.org/10.2167/la417.0

Winskel, H., & Widjaja, V. (2007). Phonological awareness, letter knowledge, and literacy development in Indonesian beginner readers and spellers. Applied Psycholinguistics, 28(1), 23–45. https://doi.org/10.1017/S0142716407070026

Yeung, S. S., & Chan, C. K. K. (2013). Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. British Journal of Educational Psychology, 83(4), 550–568. https://doi.org/10.1111/j.2044-8279.2012.02082.x

Yoshikawa, L., & Yamashita, J. (2014). Phonemic Awareness and Reading Comprehension among Japanese Adult Learners of English. Open Journal of Modern Linguistics, 04(04), 471–480. https://doi.org/10.4236/ojml.2014.44039

DOI: http://dx.doi.org/10.24127/pj.v12i3.7735