Exploring the relationship between out-of-class engagement with English and academic achievement at university level

Abstract

[eng] In recent decades, the advancement of Information and Communications Technology (ICT) has transformed language learning by providing learners with extensive exposure to the target language beyond the classroom, impacting language learning methodologies and assessment practices. This study examines the out-of-class English-language-related practices of 91 prospective primary teachers at the University of the Balearic Islands and their influence on academic achievement. Using a questionnaire and participants’ grades, the study revealed significant differences in engagement frequency and grades across reading, writing, speaking, and final course grades, highlighting the positive impact of informal practices on academic achievement. No significant gender-related differences in the choice and frequency of informal language activities were observed, except for involvement in digital gaming and ‘other’ activities. These findings emphasise the need for L2 teachers to integrate real-world language use into formal instruction, fostering more meaningful teaching and assessment practices aligned with twenty-first-century learning