A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2018; you can also visit the original URL.
The file type is
This paper integrates ecological perspectives with language development theories to elucidate students' self-perceived learning trajectories. It presents data from focus, in-depth and member checking interviews with three boys and three girls. The findings show low English as a foreign language (EFL) written output and improved oral output in school (girls) and outside school (boys). It is of particular interest to describe which digital and non-digital experiences students regard as ecologicaldoi:10.18261/issn.1891-943x-2016-03-03 fatcat:xa7aie56xjfulnoepiyxbjvhta