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dc.contributor.authorMakarova, Veronika
dc.contributor.authorReva, Anna
dc.date.accessioned2017-05-16T07:09:17Z
dc.date.available2017-05-16T07:09:17Z
dc.date.issued2017
dc.identifier.citationMakarova, V. & Reva, A. (2017). Perceived impact of extra-curricular activities on foreign language learning in Canadian and Russian university contexts. <em>Apples: Journal of Applied Language Studies</em>, 11 (1), 43-65. Retrieved from <a href="http://apples.jyu.fi/article/abstract/486">http://apples.jyu.fi/article/abstract/486</a>
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/53958
dc.description.abstractThis paper surveys language-related extra-curricular activities (ECA) attended by university students in Canada and Russia. Very little information is available about ECA in both countries. The study aimed to gather data about extra-curricular activities in Canada and Russia and to investigate the perceived effect of participation in extra-curricular activities on language learning by university students in these countries. The study employed a questionnaire-based survey as a major research method. The questionnaire constructed by the authors included ‘yes/no’, multiple choice and open-ended questions. The total of 119 university students from both countries participated in the study. The participants’ responses to yes/no and multiple choice questions were entered on SPSS charts for descriptive statistics and an analysis across the groups (chi-square tests). The responses to open-ended questions were analyzed using key-word method. The results indicate that only about 1/3 of university students in both countries had some experience with ECAs. Russian students were more aware of the range of ECAs available through their universities. The array of language-related ECAs was different across the countries: Canadian students mostly attended ECAs that were offered through their universities, and Russian students – outside their universities. There was an agreement between the respondents from both countries that trips abroad were the most efficient form of ECAs. The evaluation of some other specific forms of ECAs showed significant differences across the two participant groups. The majority of respondents from both countries placed a high value on ECAs and thought that ECAs were beneficial for their language skills development.en
dc.language.isoeng
dc.publisherUniversity of Jyväskylä, Centre for Applied Language Studies
dc.relation.ispartofseriesApples: Journal of Applied Language Studies
dc.rightsThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.subject.otheruniversity students
dc.subject.otherextra-curricular activities
dc.subject.otherlanguage learning
dc.titlePerceived impact of extra-curricular activities on foreign language learning in Canadian and Russian university contexts
dc.typeArticle
dc.identifier.urnURN:NBN:fi:jyu-201704252075
dc.date.updated2017-05-16T07:09:17Z
dc.description.reviewstatuspeerReviewed
dc.relation.issn1457-9863
dc.relation.volume11
dc.rights.copyright© The Author(s). Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.relation.doi10.17011/apples/urn.201704252075


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