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Language Learning in Brussels: Students' Views

This study explores student perceptions of informal English language learning in Higher Education institutions in Brussels, focusing on methods, motivation, and reflections. The research methodology involves qualitative inquiry, case studies, mixed methods, and data collection in French. Findings highlight the importance of reading in formal learning, speaking in informal learning, motivation from language community, and vocabulary reflection using dictionaries. Conclusions emphasize the significance of informal learning strategies and the role of language communities in motivating language learners.

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Language Learning in Brussels: Students' Views

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  1. INFORMAL LANGUAGE LEARNING IN HIGHER EDUCATION IN BRUSSELS: STUDENTS’ PERCEPTIONS Anne Van Marsenille – EdD student – Open University Anne Van Marsenille - Open University - Edinburgh, July 2012

  2. Introduction Setting:Higher Education institution where I am currently working Languages: Dutch (second language) - English (foreign language) This study: learning of English - learning methods and strategies>to transfer to other languages. Anne Van Marsenille - Open University - Edinburgh, July 2012

  3. Rationale ->insights of learners in Higher Education> informal learning of English, in relation to formal learning. - >individual methods and strategies for good foreign language learning. Anne Van Marsenille - Open University - Edinburgh, July 2012

  4. Research questions .-What are language learners in Higher Education institutions in Brussels’ perceptions of informal learning? -Are students motivated to learn a foreign language informally? -Do learners reflect upon the informal language learning process? Anne Van Marsenille - Open University - Edinburgh, July 2012

  5. Research methology: -Qualitative inquiry -Experiential approach > human lived experience > students’ experience -Naturalistic research > learning situations through the eyes of the participants Anne Van Marsenille - Open University - Edinburgh, July 2012

  6. -Case study: in my Higher Education institution in Brussels > to transfer to other Higher Education institutions Insider and outsider researcher: -at my Higher Education institution -not my students Anne Van Marsenille - Open University - Edinburgh, July 2012

  7. Mixed methods: -questionnaires : initial study: 10 students > main study: 80 students -interviews: initial study: 2 students and 1 teacher > main study: 16 students and 4 teachers -self-reports (adapted ELP biography): main study: 4 students Anne Van Marsenille - Open University - Edinburgh, July 2012

  8. Languageusedfor data collection: -French (mother tongue): not about the knowledge of English > about the language learning process Anne Van Marsenille - Open University - Edinburgh, July 2012

  9. Remarksabout the methodology -Main study: use of self-reports (adapted ELP biography) -Revision: neutral outsider (English Professsor in Foreign Language Teaching at the University of Brussels) Anne Van Marsenille - Open University - Edinburgh, July 2012

  10. Initialandmainstudy : somefindings Formal learning: questionnaires (see graph): more importance > reading interviews: more importance > speaking self-reports (main study) > discussions and reading > Anne Van Marsenille - Open University - Edinburgh, July 2012

  11. Anne Van Marsenille - Open University - Edinburgh, July 2012

  12. Informal learning: -questionnaires (see graph): use of Internet and speaking -interviews: use of Internet (to be considered by the teacher) -self-reports (main study): speaking English mainly abroad and in Brussels Anne Van Marsenille - Open University - Edinburgh, July 2012

  13. Anne Van Marsenille - Open University - Edinburgh, July 2012

  14. Motivation to learninformally: -questionnaires (see graph) : ‘integrative motive’ : good disposition > language community -interviews: ‘instrumental motive’: knowing English > to have a good job -self-reports (main study): to be with the language community Anne Van Marsenille - Open University - Edinburgh, July 2012

  15. Anne Van Marsenille - Open University - Edinburgh, July 2012

  16. Reflectionupon the languagelearningprocess: -questionnaires (see graph) and interviews: -use of a dictionary (teacher: grammatical structures and vocabulary) – not heard about the ELP (European Language Portfolio) (teacher knows but > time-consuming) -self-reports (main study): use of a dictionary and paying attention to the pronunciation Anne Van Marsenille - Open University - Edinburgh, July 2012

  17. Anne Van Marsenille - Open University - Edinburgh, July 2012

  18. Conclusions -Research questions > questions in questionnaires and interviews, later in the self-reports -Initial study: small sample > no conclusions > in depth in main study (some findings through the self-reports and similarities between the initial and main studies): reading (formal learning) - speaking (informal learning) – motivation through the language community – reflection about the vocabulary (use of a dictionary). Anne Van Marsenille - Open University - Edinburgh, July 2012

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