Authors:

1. The « Net Generation » exploiting formal, non-formal, and informal learning opportunities : an EFL case study in France Abstract: With the widespread use of communication technologies and social media boundaries between formal and informal learning are diminishing. In order to better understand the role that access to authentic media in English might play in enhancing the acquisition of English language skills, the LIMED project conducted a study on a set of 500 native speakers of French to determine how their personal learning paths: formal, non-formal, and informal have enhanced their acquisition of English as a second language and to understand trends in the way learners access authentic English language media via traditional stand-alone, internet, mobile-internet, and mobile-handheld devices. Research question: How does access to English language media contribute to second language acquisition? Conclusions: Results: Materials and Methods: Authors: • B1s, B2s, C1s, cumulate on average 1100 hours in formal learning, for C2s the average is 21% higher and 33% lower for As; C2s spend more than 50% more time in formal learning than As. • C2s cumulate 62% as much time in immersion as in formal learning, As only cumulate 11% in immersion. • Annually, students spend more time with English media than in formal learning: AsX6, B1sX7, B2sX8, C1sX9, C2sX10. • 72% of access to media is electronic and networked, 18% is mobile. • Questionnaires (Paper-based and on-line, distributed and collected in English language classes during academic year 2010-2011): • Learner profile (students at Telecom & Management SudParis, Bac + 3-5) • Academic learning path (formal and non-formal) • Immersion in English language (informal) • Use of authentic media in English (informal) • Use of social networks in English (informal) • Use of technology to access English media • Questionnaires were correlated with students’ level of English: results from TOEIC and OPT (Test of English for International Communication, Oxford Placement Test) • In order to exploit the increasing availability of “meaningful input” and informal learning opportunities to learn English via internet and mobile technologies the LIMED  R&D project aims to semi-automate the creation of quizzes to accompany a selection of authentic video clips: television series, news broadcasts, and documentaries. Semantic and image processing technologies are being deployed in a platform which will provide rich media contents associated with quizzes initially on desktops and ultimately for smartphones. Carine Brienne, Laure Chotel, Catherine Dang, Katherine Maillet, Carl Storz Partners: www.limed.org Contact: Katherine Maillet +33160764618 Katherine.Maillet@it-sudparis.eu Télécom Ecole de Management Campus d’Evry : 9 rue Charles Fourier 91011 Evry Cedex www.telecom-em.eu Campus de Paris 46 rue Barrault 75013 Paris