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Exploring the Potential of Extramural English in the Development of Implicit, Automatized, and Explicit Knowledge of Grammar

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Title: Exploring the Potential of Extramural English in the Development of Implicit, Automatized, and Explicit Knowledge of Grammar
Language: English
Authors: Alexandra Schurz (ORCID 0000-0001-8734-2764)
Source: Language Learning. 2026 76(2):597-632.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 36
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Language Proficiency, Foreign Countries, Adolescents, Second Language Learning, Informal Education, Grammar, English (Second Language), Incidental Learning, Learning Modalities, Comparative Education, Educational Environment, Recreational Activities
Geographic Terms: Austria, Sweden
DOI: 10.1111/lang.70008
ISSN: 0023-8333
1467-9922
Abstract: A key debate in second language acquisition research revolves around the relative significance of explicit and implicit learning conditions in grammar learning. However, little is known about the potential of learners' extramural (i.e., out-of-class) language use in fostering implicit and/or automatized knowledge as compared to explicit knowledge. Therefore, the present study investigated the effect of extramural English (EE) on implicit, automatized, and explicit knowledge among 13- to 14-year-old learners in Austria and Sweden (N = 213). According to the results generated by linear mixed models, EE use can predict implicit and/or automatized knowledge. The strength of this relationship seems to be influenced by the extent, starting age, and nature of EE use, with productive but also multimodal and highly interest-driven activities showing the greatest effect. Explicit knowledge, however, was not affected by EE use. Overall, learner reports on the role of EE and instruction in grammar learning support the findings.
Abstractor: As Provided
Notes: https://www.iris-database.org/details/DetMf-k2NLB
Entry Date: 2026
Accession Number: EJ1504361
Database: ERIC
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  Data: Exploring the Potential of Extramural English in the Development of Implicit, Automatized, and Explicit Knowledge of Grammar
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  Data: <searchLink fieldCode="AR" term="%22Alexandra+Schurz%22">Alexandra Schurz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8734-2764">0000-0001-8734-2764</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: A key debate in second language acquisition research revolves around the relative significance of explicit and implicit learning conditions in grammar learning. However, little is known about the potential of learners' extramural (i.e., out-of-class) language use in fostering implicit and/or automatized knowledge as compared to explicit knowledge. Therefore, the present study investigated the effect of extramural English (EE) on implicit, automatized, and explicit knowledge among 13- to 14-year-old learners in Austria and Sweden (N = 213). According to the results generated by linear mixed models, EE use can predict implicit and/or automatized knowledge. The strength of this relationship seems to be influenced by the extent, starting age, and nature of EE use, with productive but also multimodal and highly interest-driven activities showing the greatest effect. Explicit knowledge, however, was not affected by EE use. Overall, learner reports on the role of EE and instruction in grammar learning support the findings.
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