Çevrimiçi informal İngilizce öğreniminin lise öğrencilerinin kelime dağarcığına etkisi

In the light of previous studies, this study focused on the role of Online Informal English Learning (OILE) activities in the daily lives of 9th- and 10th-graders in Turkey and tried to explain which informal activities they engaged in more frequently. In addition, it aimed to reveal the relationship between students' out-of-class English activities and their English vocabulary levels. To achieve the aim of the research, a quantitative research method was adopted. The students' daily OILE activities and frequencies were collected using a questionnaire, and their vocabulary levels were determined by the Vocabulary Level Test (VLT). 247 9th and 10th grade Anatolian High School students participated in the study. The results showed that the students in the study were regularly and frequently exposed to English text, audio, and videos through online informal activities. In this context, it was determined that the OILE activity that the students included in the study were most frequently exposed to English through listening to music in English, followed by watching English-speaking videos. It has been observed that a significant amount of time is devoted to movies, and TV series & shows, and it has been found that English-spoken media are mostly watched with Turkish or English subtitles. Playing English single and multiplayer computer games, on the contrary, were among the least preferred activities. In multiplayer games, English interactions are mostly based on writing and reading skills. In addition to this, encounter to or using English on social media was mostly through following social media accounts, sharing English content via messages, and searching on and reading websites; texting in English was the rarest OILE activity. 10th graders spend more time in activities such as social media, messaging, and websites than 9th graders, and that especially their habits of playing computer games differ between genders. Vocabulary levels differed between the 10th- and 9th-graders, and the VLT scores of the 10th-graders were significantly higher. A positive correlation between OILE and word-level emerged from the analysis. This correlation showed a positive correlation, especially with watching videos and reading websites. Within subtitle habits and VLT, watching Turkish dubbing and Turkish subtitled media was negatively correlated, while watching with or without English subtitles was positively correlated with VLT. Finally, students were asked where they learned their English, and their opinions and vocabulary levels were compared. The majority stated that they learned English from school, but the vocabulary levels of those who stated that they learned it outside of school were significantly higher. Finally, previous studies were evaluated by considering the Turkish EFL context and concluded with suggestions for English Teachers and policymakers.