Exploratory mixed-methods study examines extramural English's effects on speaking skills in adolescents, suggesting implications for language education.
Research shows that adolescents learn English as a foreign/second language (L2) extramurally, but few studies have explored the connection between extramural English (EE), speaking, and interactional competence (IC). This exploratory mixed-methods study investigates 21 10th-grade L2 English learners in Norway and Flanders who answered an EE questionnaire and participated in a video-recorded speaking test (National English Speaking Test, NEST). They were assessed on speaking and IC. Results showed a slight significant correlation between total EE and NEST scores ( r s = .462, p = .047), a strong correlation between the factor “EE Social Interaction” and NEST scores ( r s = .696, p < .001), but no correlations with the IC-score. However, close analyses (Conversation Analysis) of recorded interaction data indicated an EE — IC relation in terms of displayed competencies.
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Sundqvist et al. (2026) studied this question.
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