Out-of-class autonomous language learning with technology is positively associated with learners’ L2 vocabulary knowledge (Lee, 2019; Webb, 2015). An understanding of how out-of-class technology-mediated language experiences relate to L2 vocabulary development is essential to discussions about the quality of out-of-class language learning experiences. This study examined 46 Chinese EFL learners’ self-directed out-of-class language learning experiences with technology in order to develop a framework of the defining characteristics of out-of-class technological experiences that are associated with L2 English vocabulary knowledge. Analysis of the learners’ one-month-long diaries recording their daily technology activities in English, semi-structured interviews, and performance in a vocabulary knowledge assessment revealed several characteristic indicators that were positively associated with L2 English vocabulary scores. It was found that accessing multimodal materials, dual attention to meaning and form, the depth of lexical information attended to and the levels of engagement with words when engaging in technology activities were significantly associated with L2 English vocabulary scores. The findings suggest these dimensions as potential directions for future research and as core aspects of learner support for out-of-class language learning.
Lai et al. (Mon,) studied this question.