TRANSFORMATIVE LEARNING BEYOND THE CLASSROOM: UNIVERSITY STUDENTS’ ENGAGEMENT WITH OUT-OF-CLASS CONTEXTS IN EFL
TRANSFORMATIVE LEARNING BEYOND THE CLASSROOM: UNIVERSITY STUDENTS’ ENGAGEMENT WITH OUT-OF-CLASS CONTEXTS IN EFL

Summary/Abstract: This study investigates the role of out-of-class contexts (OOCCs) in English as a Foreign Language (EFL) learning among Romanian university students enrolled in a financial degree program taught in English. Building on previous research into secondary and high school EFL learners, this analysis offers fresh insights into university students' unique practices, perceptions, and personal English learning ecologies. Utilizing a mixed-method approach, the study explores students’ engagement with OOCCs, examining their impact on language skills such as reading, writing, listening, and speaking. Results reveal that OOCCs significantly enrich learners' vocabulary, fluency, and confidence, with students favouring activities like watching English-language media, listening to music, and engaging in face-to-face communication. Furthermore, the study highlights the pivotal role of personal learning ecologies in fostering linguistic competence and shaping students’ identities as English users. Despite its contributions, the study acknowledges limitations, including a relatively small sample size and a focus on a single academic program. Recommendations for future research include expanding participant diversity, conducting longitudinal studies, and exploring the role of technology in OOCCs. This study underscores the transformative potential of OOCCs in enhancing English proficiency and fostering authentic, real-world language use among university students.

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