Out-of-class Language Learning (OCLL): A Case Study of a Visually-Impaired EFL Learner

Abstract

There is an increasing concern on how to meet the needs of English as a Foreign Language (EFL) learners with visual impairments.  Existing literature has explored how visually-impaired EFL learners participate in learning activities within the formal classroom. However, there is a lack of research examining their out-of-class language learning (OCLL) activities. Therefore, anchored on Benson's (2011) concept of OCLL, a qualitative case study was conducted to investigate the OCLL behaviors of a proficient visually impaired EFL learner. Through personal interviews and journal writings, the study identified three primary stages of OCLL activities that the participant went through: the initial exposure to English, the early production of English, and the development of communication skills. The study revealed that the participant transitioned from passive to active learning by effectively exploring the locus of control and combining a physical and online learning environment. Additionally, the social dimension, encompassing peer interaction and support, helped the participant in optimizing their learning outcomes.