Impediments to Gauging ICT-Based Informal English Learning Outcomes

This chapter is a product of the impediments to measuring ICT-based informal learning in the Saudi EFL context. It unravels difficulties of measuring the outcomes of informal English learning with a particular reference to informal technology-based activities. It succinctly discusses why it is difficult to design, develop, implement, and sustain a comprehensive approach to assessing ICT-based informal English learning outcomes. The major problems surfaced from this discussion included absence of theoretical background of this evolving mode of learning, unawareness of recognizing linguistic, and inability to control the informal ICT-based activities for they are arbitrary and difficult to expect and measure by ordinary tests. Thus, there is a need to adopt alternative assessment tools such as portfolio, progress tests, and self-reporting within a new paradigm shift towards learner-centeredness.

An Investigation into EFL Pre-Service Teachers' Out-of-Class Self-Regulated Learning Experiences weith ICT

Self-regulated learning is one of the essential skills learners need to possess in times of rapid technological advancements to comply with the requirements of the modern world. Indeed, today's youth are assumed to be able to set their own goals, seek opportunities to attain these goals, and manage their learning environments to control their own learning owing to the omnipresence of information and communication technology (ICT) tools in every area of their lives including and especially in their educational lives. In this respect, this study aims to find out whether first-year English as a Foreign Language (EFL) pre-service teachers really make use of ICT tools to regulate their formal learning experiences in out-of-class settings. Results reveal that pre-service teachers most often fail in bridging in-class and out-of-class learning, and they generally engage in low-level self-regulated learning experiences. Implications arising from these findings are highlighted, and some future research possibilities are discussed.

Learner-Initiated Language Learning Through Social Media Sites (SMSs)

Social media sites have become an essential part of communication and interaction all over the globe. They have also offered numerous opportunities to language learners across geographic borders, paralleled by a new research interest in their potential. The present study joins this relatively new line of research as it adds data from a sample of Yemeni English language learners about their uses and perceived benefits of using social media sites in English beyond formal education. The study came up with a conclusion that Yemeni EFL learners were actively participating in social media sites and were aware of their language-related benefits. The participants reported that social media sites were helpful for building various aspects of their English proficiency but found them most useful for their writing and reading skills, expanding their vocabulary, having access to authentic materials, and communicating with English speaking friends, both native and non-native speakers. They ranked their usefulness in the following order: Facebook, WhatsApp, and Twitter.

EFL Learning Beyond the Wall with MALL

This chapter reports an exploratory study that examines Yemeni college students' perceptions of mobile-assisted language learning (MALL), using their mobile phones, in their informal learning of English as a Foreign Language (EFL). The sample population comprised 150 EFL college students. Data were obtained through a questionnaire based on technology acceptance model (TAM). The findings revealed that EFL college students had positive perceptions towards utilizing MALL for informal EFL learning. Most participants maintained positive perceptions on the two constructs of TAM: perceived usefulness and perceived ease of use. They believed that utilizing MALL furthered their EFL learning. Therefore, policymakers, curriculum designers, and educators are recommended to capitalize on using mobile phones for informal autonomous EFL learning in a way that can serve the objectives of formal EFL learning.

Adult Language Learners' Informal Employment of ICT Applications and Websites to Assess Their English Skills

This chapter attempts to investigate which ICT applications are employed by language learners to assess themselves. The study focuses mainly on 500 universities in the intensive English programs that aim to furnish students with essential language skills to pursue their studies in their subsequent departments or programs. The participants were directed to an online questionnaire in which they were asked to indicate the ICT applications that they did employ informally outside the classroom. Moreover, the participants were also asked to explain how they used these applications during the interviews. The findings of the study indicated that the participants employed websites and applications mainly for listening and grammar and that the participants had fewer options regarding speaking and writing assessment activities. Regarding the participants' choices of the applications that they could use to assess themselves, several reasons were provided that show the cost of the application and easy access and use.

A Guide for Mobile-Assisted Language Learning in Informal Settings

The evolution of mobile devices, web technologies, and learning paradigms has been shaping MALL practice. Today, informal learning has become more important than ever since the number of resources increased and the interaction styles became multidimensional. Computer-assisted language learning was converted into different forms, and mobile-assisted language learning is one of them. In its early history, the pedagogical dimension of MALL was criticized for being very behavioristic. However, the collaborative and creative nature of Web 2.0 tools contributed to methodological changes in the MALL tradition. Although there are many mobile applications designed to improve language proficiency, cloud-based tools and other mobile applications can feed the language skills informally if the designers benefit from big data.

Informal language Practices via Digital Technology

The main contention of this chapter is to dig into ICT-based serendipitous activities that second language (L2) learners perform beyond formal curriculum. It is based on an idea that juxtaposition of formal and informal language learning, under the auspices of ICT, broadens the ecology of learning and thus contributes to learners' overall proficiency. Nevertheless, formal language learning continues to be disconnected from practices that take place outside the classroom in hyperspaces, and the language uptake obtained from informal electronic involvement generally goes unnoticed. The chapter undertakes this missing proficiency and suggests implications to bridge or at least narrow the gap between formal and informal learning. It familiarizes teachers, parents, and course designers with today's learners' experiences of learning that occur after structured lessons. It implies that informal ICT-enabled practices should be fostered as supplementary and complementary to the formal instruction.

Formalizing Informal CALL in Learning English Language Skills

This chapter aimed at exploring how to formalize informal CALL in learning English language skills. The focus of the study was on learners' ICT skills and learning strategies and CALL elements. The data were collected through semi-structured interviews with four learners. The findings showed that adult learners in this age of technology do not need any training to use CALL to study English language. Moreover, adult learners have acquired the learning strategies needed for studying English informally through CALL. In terms of CALL elements, the findings showed that there is a need to integrate the elements of behaviorist CALL, cognitive CALL, and constructivist CALL to make informal CALL more effective. Therefore, the focus should be directed to providing professionally-designed CALL tools that suffice the needs of the learners by those who have educational background about language teaching and learning. This will enhance informal CALL learning and make self-directed learning more efficient.