Personal English Learning Ecologies and Meaningful Input with Digital and Non-Digital Artefacts

Abstract

Abstract This paper analyses self-perceived learning ecologies in relation to EFL/ESL input. To this end, we integrate ecological perspectives with language development theories. In addition, we present data from in-depth and member checking interviews. Our findings indicate a low exposure to extensive written input and oral non-digital input. We discuss possible links between intensive and extensive reading and digital and non-digital oral input. Ultimately, the findings raise interesting questions about the compensatory and complementary roles of in-school learning and out-of-school learning.

Keywords

• Personal English Learning Ecologies (PELE)
• agentic trigger
• EFL/ESL out-of-school learning
• EFL/ESL input
• PersonalEnglishLearningEcologies(PELE)
• agentictrigger