Out-of-class English Learning of PSU Students, Hat Yai Campus

Abstract

This study aimed to investigate the frequency level of university students' out-of-class practice of English learning, students' preferences for out-of-class English learning and students' perceptions of benefits and difficulties of out-of-class English learning in a university in southern Thailand. Three hundred and six third-year students from 16 faculties completed a questionnaire and 16 students were interviewed by a means of semi-structured interview. The results showed that the overall frequency of students' practice of out-of-class English learning was at the 'sometimes' level. Among the 24 out-of-class English learning activities, listening to and singing English songs was the most frequently practiced by the students. Students liked to practice self-directed naturalistic learning and self-instruction category activities more than naturalistic learning category activities. Moreover, the results revealed that the overall students' preference level of out-of-class English learning was at the 'neutral' level. Listening to and singing English songs was the activity that students enjoyed the most. Students preferred out-of-class English learning activities in the self-directed naturalistic learning category compared to those in the naturalistic learning and self-instruction categories. The findings also revealed that students perceived learning English outside the classroom as beneficial, especially in developing autonomous learning, practicing listening skills and increasing learning interest. Furthermore, the findings showed that students stated the difficulties they faced in out-of-class English learning were at the 'moderate' level. Students indicated that the difficulties they faced the most were needing help from others, assessing learning progress and lacking a good learning environment. The study suggests that students should be encouraged to engage in different kinds of out-of-class English learning activities. Meanwhile, teachers should provide necessary support to help students overcome the difficulties they faced when conducting out-of-class English learning.