ABSTRACT
To better prepare students to use English as a lingua franca for study and increase their competitiveness, many schools and universities are keen to provide different out-of-class language learning opportunities such as non-credit bearing self-access and technology-enhanced activities. Nevertheless, these efforts may not be as effective as expected because teaching and learning effectiveness can be affected and mitigated by different factors concerning individual learners such as motivation and learning desire, as well as learning situations and socio-cultural values.
As the role of learner factors is significant in social learning theory and learning psychology, this chapter aims to review and discuss how English language learners’ attitudes, beliefs, perceptions, learning desires and motivation influence learners’ readiness for participation in language learning, particularly beyond the classroom. For instance, in technology-assisted language learning, it has been found that there is a discrepancy between learners’ positive attitudes towards technology use and their actual use of technology for school-related individual and collaborative English learning activities. In self-access learning activities, English learners’ beliefs, self-perceived roles in an activity, relevance of the learning tasks provided, and intrinsic motivation influence their strategy use, behaviours and completion rate. Theoretical implications for investigation into different learner factors and pedagogical implications for out-of-class teaching and learning are discussed.
