Exploring the Learner-Setting Fit: Perspectives of Immigrants/Visitors Learning English in Formal and Nonformal Classes

• In Event: The Role of Learning Environments in Student Perceptions, Engagement, and Outcomes

Abstract

This study compared formal and non-formal classroom environments as venues for adult learners, both immigrants and visitors, learning English in USA. A first research question addressed the attributes of what constituted formality (e.g., goals, class activities, interpersonal relationships, assessments) from descriptive data sources, including learner perceptions supplemented by teacher/leader and researcher observations. A second question addressed differences between settings in learners’ academic and social motivation. Results indicated that both types of settings fit students’ needs: formal settings fit students’ academic goals and non-formal settings encouraged students to learn everyday discourse in their new community. Students in non-formal classrooms reported higher intrinsic motivation (significant) and needs to be affiliated with others (marginally significant, p=.065) than those in formal classrooms.

Authors

• Jeonghyun Jonna Lee, The University of Texas

• Diane L. Schallert, The University of Texas - Austin