Abstrakt
Generation Z, a cohort born into the digital age, benefits from unprecedented access to informal English exposure, facilitating implicit language learning and development. However, research on the extramural English (EE) habits of proficient EFL learners in the Polish context remains limited. To address this gap, this study explored the frequency and nature of EE exposure, the types of input learners engage with, and their self-perceived language competence in the context of the informal learning environment. The study involved 120 participants who completed a questionnaire and a vocabulary size test. Subsequently, 10 participants engaged in a qualitative stage by keeping a language diary for 14 days, documenting their informal English exposure in detail, reflecting on their experiences, and participating in follow-up interviews. The findings align with previous studies, highlighting consistent trends in the type and frequency of EE exposure. Notably, the qualitative data provided insight into a wide range of EE activities and revealed that English has become not only the lingua franca of the Internet but also a tool for mediating between other languages. The participants also recognized discrepancies between language input in formal settings and language used in their informal exposure. These findings underscore the importance of integrating EE activities into EFL learning strategies to bridge the gap and introduce more authenticity into the language classroom.
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