AWEJ Volume.4 Number.1, 2013                                                                         pp. 166 – 174

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High Tech & Low Tech Out-of-Classroom Language Learning for Arabic L1 Speakers of English

Anthony K. Kripps
Salalah College of Technology, Sultanate of Oman


As early as the nineteenth century the value of foreign language learning outside the classroom was recognized. In the 1960s, a statistical correlation was found between learners’ extracurricular use of the target language and their scores on standardized foreign language proficiency tests. Subsequently, a direct correlation was found between TOEIC/TOEFL scores and extracurricular use of English, as reported by test-takers.  Finally, in the 1990s out-of-classroom language learning (OCLL) was dubbed a strategy. Increasingly, researchers are acknowledging that more second language acquisition takes place outside the classroom than inside.  This article surveys research into both low-tech and high-tech extracurricular language learning in the light of measurable proficiency gains. High-tech includes blended learning and Computer Mediated Communication. Special attention is paid to the situation of Arabic L1 learners of English.

Keywords: blended learning, CALL, CMC, extracurricular learning, proficiency gains


Anthony Kripps received his Ph.D. from Indiana University and his M.A. from Georgetown
University. He has taught EFL in Asia and the Middle East for more than fifteen years. His
research interests include CALL, self-teaching of language and multilingualism. He has taught
other languages than English, such as French, Greek, Korean, Serbian, and Uzbek.