In September 2018, we were given the task of studying the characteristic of ESL students outside the classroom zone by the Department of English and Literature so we made the strategy to carry out the research confined to 120 college students based on their individual feedback to our questionnaire. The research was carried out accordingly and the feedback data were presented interms of various statistical graphical representation.

1. 1
USING ENGLISH OUTSIDE THE CLASSROOM ZONE:
FACTS ABOUT EFL STUDENTS AT BUC
KALITHAM DHAAN ALKAABI
SHAMA SAEED ALGHAITHI
UAD JAMAL AL-MUQBALI
ENGLISH DEPARTMENT
BURAIMI UNIVERSITY COLLEGE
BURAIMI, OMAN

2. 2
2018
USING ENGLISH OUTSIDE THE CLASSROOM ZONE
KALITHAM DHAAN ALKAABI
SHAMA SAEED ALGAITHI
WAAD JAMAL ALOQBALI
A SENIOR PROJECT SUBMITTED IN PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE
DEGREE OF ENGLISH LANGUAGE AND
LITERATURE
ENGLISH DEPARTMENT
BURAIMI UNIVERSITY COLLEGE
BURAIMI, OMAN

3. 3
2018
BURAIMI UNIVERSITY COLLEGE
ORIGINAL LITERARY WORK DECLARATION
Name of Student: KALITHAM ALKAABIStudent Number:201400850
Name of Student: SHAMA ALGHAITHI Student Number:201400400
Name of Student: WAAD ALMOQBALI Student Number:201400524
Name of Degree: Bachelor of English Language and Literature
Title: Using English Outside The Classroom Zone: Facts About EFL Students At BUC
Field of Study: Applied Linguistics
We do solemnly and sincerely declare that:
We are the authors/writersof this project. We declare that this project is original and not
plagiarized. Wehereby assign all and every rights in the copyright to this work to Buraimi
University College (BUC), which shall be the owner of the copyright in this project and that
any reproduction or use is prohibited without any written consent from Buraimi University
College.
Weare fully aware that if we have infringed any copyright in this project whether
intentionally or otherwise, we may be subject to legal action or any other action as
determined by Buraimi University College.
Student’s Signature Date:
Subscribed and solemnly declared before,
Witness’s Signature Date:
Name: Mr. Mohamad Yahya Abdullah
Designation: Supervisor

4. 4
ABSTRACT
English language is the fourth widely spoken languages in the world. It is the primary
language of a huge number of countries. Our main aim from this study is to investigate to
what extent our students in BUC are exposed to the English language outside the classroom.
In this study we focused on finding out the relation between using English outside the
classroom and the language proficiency. Our research based on the results found from the
questionnaire. There were 120 students who took part in this study. Our results showed that
the BUC students are enjoying using English, but in limited aspects. They prefer speaking
English with others, but they are not interested in reading and writing. In addition, the
results illustrate that the social media has strong influence on students. Moreover, it affects
positively in student’s proficiency. The research ends with some recommendations which
might be useful for the students to improve their language proficiency and the teachers to
help and encourage their students.

5. 5
ACKNOWLEDGMENTS
We would like to express our most sincere gratitude to all the people who have supported us
along the process of conducting this research. First of all, we are grateful to Allah for
helping us to finish our project. In addition, we are extremely would like to thank our
supervisor, Mr. Mohamad Yahya Abdullah, for his support, patience, guidance and for his
valuable advice. Moreover, we would like to thank the teachers and students in English
department for their cooperation with us in collecting the data. Finally, we must thank our
family for their support and for providing us with a comfortable atmosphere to work on this
project.

6. 6
Content
ABSTRACR
ACKNOWLEDGMENTS
CHAPTER ONE
INTRODUCTION
1.1 Introduction
1.2 Background of the Study
1.3 Statement of the Problem
1.4 Research Objectives
1.5 Research Questions
1.6 Significance of the Study
1.7 Scope and Limitation of the Study
1.8 Definition of Terms
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Theoretical Framework
2.3 Reviewed Literature
2.4 Synthesis of the Reviewed Literature
2.5 Conclusion
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Sampling Technique
3.4 Data/Participants
3.5 Data Collection Procedure
3.6 Plan for Analysis
3.7 Conclusion
CHAPTER FOUR
FINDINGS AND ANALYSIS OF DATA
4.1 Introduction
4.2 Findings
4.3 Summary of the Findings
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Conclusion
5.3 Recommendation
REFERENCES
APPENDICES

7. 7
THIS PAGE LEFT INTENTIONALLY.

8. 8
CHAPTER ONE
INTRODUCTION
Introduction 1.1
This chapter identifies the background of the study, statement of the problem, research
objectives, and research questions. This chapter will also shed light on thesignificance
of the study, scope and limitation of the study and the definition of terms
1.2 Background
English language is the fourth widely spoken languages in the world. It is the primary
language of a number of countries like Australia, United Kingdom, and United States.
In addition, it is the official language in many other countries like India and China,but
now it became a global language. Graddol cited in (Tonian, 2014, p.5), “there are 350
million native speakers, 350 million speakers of English as a second language and 100
million speakers of English as a foreign language”, this means around one billion people
in the world speak English or have some knowledge about it. This huge number of
English speakers indicates the importance of learning English for communicating,
expressing our feeling and sharing our ideas and culture to all nations.
Oman as many of other countries appreciates the importance of learning
English. In Oman, it is considered as a second language of the country. Due to the
importance of learning English, the ministryof education considered English as one of
the obligatory subjects at the schools and insist to be taught from the first year of
schooling. It is also one of the main courses at the universities and colleges in Oman.
The importance of English in Oman lies in many reasons. English in Oman considers
as the main source for national development. It is the common language for
international business and commerce. Moreover, it is the way that facilitates
Omanization. This means in Oman, English is the way that contributes in the
developments and prosperity of the country.

9. 9
Nowadays, there are lots of opportunities to help the students in learning English
language such as through the different English institutions, the online courses, and even
through the social media. However, still there are many students even after they
graduate face many difficulties in using English in the real life. According to one of the
past studies, “most part of the student's English knowledge is received from outside the
classroom by means of movies, songs, computer games and the internet”
(Tonoian,2014, p.1). This indicates that the activities provided in the classroom are not
enough and that the students should be motivated to use English outside the classroom.
1.3 Statement of the problem
The problem of the study is that most of the BUC students graduate from college with
a weakness in their English language. In addition, the students use English only inside
the classroom. The activities provided inside the classroom are not enough, and sothat
the students must be motivated to use English outside the classroom. The success of the
EFL students is based on their motivation to learn English outside the classroom.
Gardner's study (as cited in Wang, 2006, P.32) defined motivation as “a combination
of effort plus desire to achieve the goal of learning the language.”
1.4 Research objective:
This study aims at investigating to what extent the EFL students at BUC are exposed to
the English language outside the classroom.
1.5 Research question:
This study aims to answer this question:
To what extent the EFL students at BUC are motivated to use English language outside
the classroom?

10. 10
1.6 Significance of the Study
The aim behind this study was to shed the lights on the fact that to what extent our
students are exposed to the English language outside the classroom. It is worth
mentioning that the fresh graduates of BUC have poor English proficiency and lack of
experience. EFL learners can gain a lot of benefits from the activities outside the
classroom such as developing skills, building confidence, self-esteem, and team
working. Furthermore, learners will have the time and space to improve their skills,
knowledge, and understanding. Learning outside the class not only motivating students
to use English outside the classroom but also has more affected truthfulness. Moreover,
it will raise the learners’ attention to learn English and inspire them to achieve superior
English language skill. The findings of the study might be beneficial for the EFL
students of BUC.
1.7 Scope and Limitation of the Study
The limitation of the study is that only the EFL students of BUC took part in this study.
Besides, this study is only limited for the students from the second, third and fourth
academic years. The respondents are aged between 22 and 24 years old in this study.
Furthermore, the outcomes of the survey will benefit the second language learners to
discover what motivation assist and support learners using the English language outside
the classroom. Thus, students will achieve higher English language skills.
1.8 Definition of terms
1) Foreign language: It is a language not broadly talked and utilized by people and is
not the official language of the country.
2) Motivation: The learner’s efforts to achieve a goal of speaking the English language
fluently.Light brownandSpada(1993,p. 40)statedthatmotivation insecondlanguage
learning can be defined in two factors; communicative needs of learners, andlearners’
attitude toward the second language community.

11. 11
3) Intrinsic motivation: The learner's wants to get an internal incentive. According to
Ellis (1997), he claimed that intrinsic motivation is influenced by classroom
environments such as physical conditions, method, teacher, and success.
4) Extrinsic motivation: It comes from the leader's need to urge external rewards. The
learner cares for the cognition of his parents and peers when he gets a high grade or
praise from others.
5) Instrumental motivation: It comes from the learner's wants to learn the English
language in order to get a job, high grade or high salary. The external incentive which
learners need to arouse. They learn a foreign language for one reason only which is to
get a job or to achieve their goal.
6) Integrative motivation: It comes from learner's want to communicate with people
from other cultures if second language group. Gardner (as cited in Wang, 2006) stated
that integrative motivation occurs when a person wants to communicate with the
members of the target language or when a person wants to be part of a second
language group.

12. 12
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
Chapter two discusses the review of related literature, the framework of the study,
theoretical framework, conceptual, reviewed literature and synthesis of the reviewed
literature. This chapter identifies the types of motivations and its effects on the students’
learning outside the classroom.
2.2 Theoretical framework
Motivation, goals, ability to acquire a distant language, time, and many others are the
main factors to high proficiency. It is unimportant whether students began to learn
English early or later. This time is not the sole issue for the perfect and imperfect
outcome. Teaching English in Oman is totally different from most Europeancountries.
Oman is one of the countries wherever the learners are restricted only to room learning.
Students acquire a lot of benefits from learning outside the classroom. Learning
outside the class is more motivated and has more impact and credibility. It also may
bring most college subjects alive as they focus on real results and feelings. Thus, the
students will act positively to responsibilities, challenges, and opportunities to face risk
and to deal with change. It is a brilliant way to enhance classroom learning by the
activities outside the classroom which allow the student to use various materials as well
as teaching significant skills like cooperation and team building. Learning outside the
classroom can, therefore, help students to be more receptive and open to learning inside
the classroom. There are there four types of motivation such as intrinsic, extrinsic,
integrative and instrumental motivations.

13. 13
2.2.1 Intrinsic motivation
Intrinsic motivation is to get the aid of internal rewards, and it’s typically coming from
the person’s want. Certainly, it comes from a person's need to carry out an interest. The
motivation to interact in an exceeding behavior arises from inside the individual
because it's naturally satisfying to you. According to Ellis (1997), he claimed that
intrinsic motivation is influenced by classroom environments such as physical
conditions, method, teacher, and success. The teachers are those who are responsible
for the increase or decrease this kind of motivation. Motivation in learning the second
language will increase if the teachers use pleasurable and fascinating ways of teaching.
Girard (as cited in Cook, 1991, P. 9) found that the teacher's qualities are important
factors leading to stimulate the learner's intrinsic motivation. Furthermore, the
pronunciation of the instructors must be clear so that learners could understand better
and acquire the language quickly. If the EFL students are motivated to learn the English
language, they will gain a lot of benefits; for example, they will become professional in
English language and then get a high grade. Indeed, students are eager to educate and
improve their language.
2.2.2 Extrinsic motivation
A person's need to urge external rewards it is called extrinsic motivation. The person
also cares for the cognition of his parents and peers when he gets a high grade or praise
from others. In addition, extrinsic motivation occurs to avoid punishment (Arnold,
2000, p.14).
An extrinsic reward could be a tangible and visual reward given to a person or worker
for achieving something. According to the second language learners, the extrinsic
motivation is very useful as it will stimulate and support the learner to do their best in
order to gain high grade. But, there is also a negative effect on the learners. These
rewards are usually monetary like a rise in earnings, or a monetary reward for activity
well or a present certificate for going beyond the decision of duty. Furthermore, these
rewards inspire and encourage staff as a result of cash or equivalent rewards are vital

14. 14
to the majority. Extrinsic rewards dissent from intrinsic rewards that are typically
qualitative in nature like a difficult work assignment, involvement in key choices, a
higher rank within the work hierarchy, etc. Extrinsic motivations are of two types’
instrumental and integrative motivation.
2.2.3 Integrative Motivation
Gardner (as cited in Wang, 2006) stated that integrative motivation occurs when a
person wants to communicate with the members of the target language or when a person
wants to be part of a second language group. It is similar to Brown (1987) who claimed
that this type of motivation refers to one's wishes to integrated oneself within the culture
of the second language group. In this type of motivation, EFL students have their own
goal or incentive to learn the language. In fact, they are interested in those who speak
this language or to the culture of language itself. The reasons behind learning English
were not only students' interest in attending to apprehend a people community higher
but also to achieve their goals. As a result, it can help students to develop their language
level.
2.2.4 Instrumental motivation
A lot of people learn a foreign language because of several reasons, and one of the most
common reasons is to get a job. They work hard and do their best for one reason which
is getting a job. “Instrumental motivation refers to the perceived pragmatic benefits of
L2 proficiency and reflects the recognition that for many language learners it is the
usefulness of L2 proficiency that provides the greatest driving force to learn the
language. Subsumes such utilitarian goals as receiving a better job or a higher salary as
a consequence of mastering L2” (Dornyei, et al., 2006, p.12). In other words, they are
forced to learn that language in order to achieve their goal. The same thing with the
English language, some people consider the English language as an aim to get the
occupation. They want to fulfill a college language requirement. Learners are
stimulated by this type of motivation when they realize the importance of the English
language such as getting a better job, position or status, entering into a university, or
studying as a compulsory subject in the school curriculum (Ellis, 1997).

15. 15
2.3 Reviewed literature
There are many studies about the activities outside the classroom, but up to now much
uncertainty still exists about the relationship between these activities and the degree of
language proficiency. According to Tonoian (2014), English outside the classroom
increases the student's knowledge of English. His aim was to investigate the way of
learning English language in Portugal. For his case study, he chose students from New
University of Lisbon. He used a questionnaire as a data collection tool. He distributed
the questionnaire on 115students. For more details, he discussed with 12 studentsfrom
the same group. His results showed that motivation facilities learning of English
language. Depending on that point, our study tried to discuss the four types of
motivation in more details to know each one's effects in learning and which one is more
effective.
MacLeord & Larsson (2011) tried to investigate the exposure to English
language between students in Swedish schools. The study's main aims were to findout
English influence on teenagers outside the classroom and to identify which kinds of
media pupils prefer to use inside the classroom and its effects on learning. In order to
gain their aims, they conducted interviews with two different groups from different
Swedish schools. Their results showed that English has a great influence on children
and that the main problem is not in acquiring the language, but in using it outside the
classroom. Also, it showed that students may think the media used in the classroom are
not relevant or interesting. Regarding to our study, it focused more on the activities
outside the classroom and their relationship with the level of English students. In
addition, it concentrated on the effects of media outside the classroom instead of inside
the classroom.
Regarding to the role of media in using English outside classroom, Ferdous
(2013) claimed that it encourages students to use English language in daily life. His
research aims were, to find out the types of activities the students have outside the
classroom, the difficulties they face while using English outside classroom, and how
they overcome these difficulties. In addition, he tried to identify what kinds of
motivation they have and its effects on learning. To achieve his aims, he prepared a
questionnaire and distributed it to 60 students from three private universities. His results

16. 16
showed that some students think that the activities inside the classroom are more
important than anything else and that there is no environment suitable for learning
outside the classroom. In order to confirm these results, we tried to conduct with more
than 150 students from English department to have more accurate results.
Olmed (2014) was concerned about finding out the different sources of using
English outside the classroom that learners engage with. The aims of the study were to
determine the students' interaction with medium activities and to investigate which
criteria the students in secondary school use to contact with media in a foreign language.
In addition, it aims to identify the relation between using English outside the classroom
and the four language skills of the student. He collected information through
questionnaires and interviews. His results showed that the students are engaged more
with listening to music and the other activities like watching English movies, reading,
and speaking outside the classroom have a big influence on students’ marks. These
results indicate the importance of media. Therefore, we studied how media can be a
source of improving English language skills among English students.
Half of the studies in the activities outside the classroom have only been carried
out in a small number of areas. According to these studies, we noticed that most of the
researches concentrate on the nature of the activities outside the classroom and its
effects on learning. In addition to their results, we hope our study to find an accurate
relation between using English outside the classroom and the level of student.
2.4 Conclusion
Chapter two highlights the literature reviewed used in this research. In addition, it
explains the theory of the motivation for learning English as a foreign language in which
this research is anchored. Moreover, it discusses in details the four types of motivation
such as intrinsic, extrinsic, integrative and instrumental motivations. It also includes the
reviewed related studies, and we have noticed that most of the researches concentrate
on the nature of the activities outside the classroom and its effects on learning.

17. 17
CHAPTER THREE
RESEARCH METHODOLOGY
3.1Introduction
This chapter explains the methodological and analytical frameworks of the study, and
more specific, it discusses the extent to which students of English major at BUC are
interested in studying English outside the classroom. It also presents the participants'
data, research design, the data collection procedures, and the analysis along with the
conclusion.
3.2Research Design
The research used quantitative research design, which focuses on a particular group of
students of Buramai University College (English student's department). This type of
research doesn’t apply to the participant's view, but focuses on the calculation and
calculation of the statistics. This study explores the effects of practicing or not
practicing English outside the classroom.
3.3 Participants
In the current study, the researchers adapted a questionnaire from Tonoian (2014).The
process of adaptation included deleting and doing few changes in some items to meet
the objective of this study. Questionnaire contains two sections. The first section
contains general questions (gender, age, school year, level), while the second section
contains 20 specific questions that help the researcher to find out whether learning
English outside of the classroom is common among students at Buraimi University
College. The participants N = 120 were asked to answer these questions. A key

18. 18
objective of this questionnaire is to find out how the students at BUC are interested in
developing their English language.
3.4 Data Collection Procedures
The data was collected for one month from October 2018 to November 2018 during the
first semester of 2017_2018. The data collection took several stages to collect them.
The first stage was to search for specific questions and then to design the questionnaire
which contained two parts after ascertaining the clarity of the questions. After that,
permission was obtained from the teachers to distribute the questionnaire to some of
the students. A total of 120 English language students, from second-year students to
fourth-year students, were surveyed. Finally, data analysis was conducted.
3.5 Plans for Analysis
The data were analyzed based on a questionnaire distributed to 120students from
(English Language department). The research is quantitative (it aims at determining the
relationship between one thing and another in a group). And access to statistical data
has been converted into data forms after analysis.
3.6 Conclusion
This chapter explains the research methodology. It also discusses the research design
and sampling techniques used in this research. It specifically discusses the data,
calculation of the statistics, data collection procedure and plan for analysis.

19. 19
Year of Stuy
CHAPTER FOUR
FINDING AND ANALYSIS OF DATA
4.1 Introduction
This chapter includes the discussion of the findings and the data collected from the
questionnaire. It will present the responses of the participants about the activities related
to using English outside the classroom which will help us to find an accurate relation
between using English outside the classroom and the student’s level of proficiency.
4.2 Findings and Discussion
In this research, we concerned on the students of English language and literature at
Buraimi University College. The questionnaire is designed to collect data about the
activities outside the classroom. In order to get specific results, we distributed it with
nearly 120 students.
PART 1: Demographic Notes
4.2.1 Year of the Study
0
First year Second year Third year Fourth year
Frequency 11 40 40 29
Figure1 Year of Study

20. 20
Gender
Age
80
60
40
20
Figure 1 illustrates the number of BUC students who participated and the year of their
study (40). The results show that most of the participants are second- and third-year
students. Fewer than 30 participants are in the fourth year while just 11 students are in
the first year.
4.2.2 Gender
0
Female Male
Frequency 104 16
Figure 2 Gender
Figure 2 shows the number of female and male participants. There is an apparent
disparity in the gender. Around 104 participants are female, whereas only16
participants are male.
4.2.3 Age
0
18-20 years
old
21-23 years
old
24years old-
above
Frequency 25 75 20
Figure 3 Age
AxisTitle
AxisTitle

21. 21
Proficiency
70
60
50
40
30
20
10
Figure 3 presents the number of participants according to their age. Nearly more than
half of the respondents are between the ages 21-23 years old (75). Around 25
participants are between the ages18-20 years, and 20 participants are between the ages
24 years and above.
4.2.4 Language Proficiency
excell
ent
very
good
good Fair Poor
Frequency 7 42 62 8 1
Figure 4 Language Proficiency
Figure 4 shows the participant's self-assessment about their proficiency in English.
Approximately more than 60 of respondents evaluated their English proficiency as
good, almost7 respondents as excellent, 42 as very good, around 8 participants as fair,
while just 1 participant evaluated his English proficiency as poor.
AxisTitle

22. 22
PART 2
RQ: To what extent the EFL students at BUC are motivated to use English language
outside the classroom?
Figure 5 Reading English Books
Based on the research aim, participants were asked questions related to using English
outside the classroom. The results presented in figure 5 show how many books the
participants read last year. Around 7% of respondents said that they read more than 6
books during the last year, whereas 55% read 1-3 books, 12% read 4-6 books, and 27%
didn’t read any book.
Figure 6 Speak English Outside the Classroom
54%
1-3
4-6
More than 6
27%12%
7%
Q1.How many books in English( but not part of yourcourses)
have you read in last 12 months?
32%
Every day
Twice a week
More
Never
40%17%
11%
2.How often do you speak in English outside the classroom ?

23. 23
3.Who do you speak to most often in English ?
8%
18%
10% 38%
23%
Figure 6 illustrates how often the participants speak English outside the classroom.
Around 40% of participants indicate that they use English every day, 33% twice a week,
17% more than two times, and 11% never practice the language beyond the classroom.
Parents
Classmate
Friends (face to face)
Other
Friends(online)
None
3%
Figure 7 Speaking English
Figure 7 shows to whom the participants speak mostly in English. More than 35% of
respondents clarify that they speak English most with their friends in face to face
meetings, 18% with other people, 23% said with friends (online),10% with classmates,
and finally just 8% of them speak English with their parents.
Figure 8 Writing in English
45%
Everyday
A couple of times a week
Never
Other
16%
27%
12%
4. how often do you write in English outside the classroom?

24. 24
This figure indicates whether the participants use English in writing or not. Just around
27% of those who responded stated that they write in English every day, around 45%
said that they write in English a couple of times every week,12 % have other choices,
and 16% of participants never write in English.
Figure 9 Writing in English
Figure 9 illustrates the results found about the activities that the participants havedone
in the last month. Almost 26% of respondents used English to post a comment on
Facebook or other social networks, 22% used English while speaking in the phone, 18%
watched a movie in English with no subtitles, 12% used English while chatting, 12%
used English to write an email, 6% used English to write an SMS, and finally 5% used
English to share something creative like poem or a short story.
Watched a movie in English
with no subtitles6%
11%
22%
Written an email
17%
Texted (SMS)
Posted a comment on
facebook or other social
networks
spoken in the phone26%12%
5.Which of the following have you done in the last monthe in English?
1%
5%

25. 25
Figure 10 Watching TV programs in English
Figure 10 shows how often the participants watch movies or TV programs in English.
36% of participants indicated that they watch movies or TV programs in English once
a week, 22% of them watch once a month, 14% watch very rarely, 19% nearly every
day, and around 9% said that they never watch any program in English.
Figure 11 Foreign Friends
Regarding to the number of the foreign friends that the participants have, figure 11
nearly 38% of respondents said that they didn’t have any foreign friends, 37% of them
Never36%
22%
Nearly everyday
Once a week
Once a month
Very rarely
14%
19%
9%
6.How often do you watch movies or TV programs in English?
7.How many foreign friends do you have?
1-5
38% 37% 5-10
More than 10
8% 17%
i do not have any foreign
friends

26. 26
indicate that they have 1-5 foreign friends, 17% of them have 5-10 friends, and just 8
% said they have more than 10 foreign friends.
Figure 12Speaking to Foreign Friends
Figure 12 presents how often the participants speak to their foreign friends. According
to the results, 38% of respondents indicated that they never speak to their foreign
friends, 23% rarely speak to them,18% very often, and only 20% speak daily to their
foreign friends
Figure 13 Using Social Networks
18%
Daily
Rarely
Very often
Never23%
39%
20%
8.How often do you speak to your foreign friends ?
More than 2 hours
everyday
Other27%
37%
1-2hours everyday
20%
I do not use any social
networks
1-5hours per week
9% 7%
9.How much time do you spend in social networks?

27. 27
This figure13 illustrates the time that participants spend in social networks. It's clear
from the information given in the pie chart that the majority for participants who prefer
to spend more than two hours every day in social networks. 27%of participants said that
they spend 1-2 hours every day. 20% spend 1-5 hours per week , and around 7% said
they do not use any social networks .
Figure 14 Watching YouTube Video in English
The figure below indicates watching a YouTube video in the English language by BUC
students. More than 80%of participants referred that they watch YouTube videos in the
English language. This pie chart gives a simple overview of how participants are
interested in developing and improving their skills in English. The minority was for
participants who did not watch tutorials in the English language.
Figure 15 Times of Watching YouTube
10.Do you ever watch a YouTube video in English ?
20%
Yes
No
80%
11.If yes , how often do you do that?
14% 13%
20%
53%
Never
Sometimes
Nearly everyday
Several times a day

28. 28
Figure 15 is totally related to figure 14 which shows the specific time for those
participants who watch tutorials in the English language. The period for BUC students
who watch YouTube videos in English varies from one student to another. Around
53%of participants mentioned that they do sometimes watch English tutorials. 20% said
nearly everyday finally, 14% of students stated that practice their English language by
watching YouTube video several time a day.
Figure 16 Watching English Movie and Television Program
Figure16 describes the language that BUC students always used as subtitles to watch
an English movie or programs. According to the results that found about watch English
program and films, the majority was for participants who watch English movies with
Arabic subtitles, where it represented around 53 per cent .26% of BUC students watch
English movie with English subtitles, 18% in English without subtitles, and minority
was for those who arewatch movies in another language, where it represented 5 per
cent.
in English without
subtitles?
in English with English
subtitles?
in English with Arabic
subtitles?
in another language ?
26%51%
18%
5%
12,When you watch an English movie or television program ,do
you watch it

29. 29
Figure 17 Posting Comment on Social Networks
Since social networks sites are one of the most important ways to communicate and
post comments by using different languages, most respondents who represent 37% of
the participants have stated their use of Arabic language in posting comments, 28% of
them post comments in English half the time, 25 % do it mostly in English, and around
10% do it rarely in English.
Figure18 Progress of English Language
The evidence from figure18 shows that over half of the participants think that their
progress in English language learning was due to what they did in their English classes
25%
do it in English half the
time ?
do it rarely in English?
28%
do it mostly in English?37%
do it in Arabic ?10%
13.When you post comment on a social network doyou
usually
your own use of English
outside the classroom ?
56%
what you did in your
English classes at college?44%
14.Do you think that your progress at learning English in
college was due to

30. 30
at college while the remaining 44% of respondents think that was because of their own
use of English outside the classroom, and this point indicates how BUC students are
distance and lack of interest in practicing English outside the classroom.
Figure19 Setting English as Main Language
They are many ways in which students can strengthen their language, and the phone is
one of the most effective ways in which students can learn to improve their English
language and skills. From the information in this pie chart, the participants were asked
if they have ever tried setting English as main language on their mobile device. Around
75% of them, they stated that they did set their phone as the English language, and the
rest 25% they did not.
Figure 20 watching English movies without Subtitles
15.Have you tried setting English as main language on your
mobile device?
25%
Yes
No
75%
16.Have you tried watching a movie in the English language
with no subtitles at all?
Yes No
31%
69%

31. 31
Figure 20 shows whether the BUC students have tried to watch a movie in the English
language with no subtitles. Most of them said that they have tried watching a movie in
the English language with no subtitles, they were around 69% who said yes, about the
rest of participants said no and they were around 31%.
Figure 21 Watching News in English
Listening has an important role in improving our listening skills in English, so through
this point, we wanted to know if BUC students are interesting in watching and listening
to the news. This figure 21 illustrates how BUC students are interested in watchingthe
news in the English language, around 25% said that they never tried to watch the news
in the English language while around 44% stated that they did try to watch almost once
or twice. About other, some of them stick that they did watch nearly 6-3 times, 22%3-
5 times and finally around 2% of them mentioned they did that more than ten times.
17.How often did you watch news in the English
language?
3% 2%
22% 29%
Never
once or twice
3-5 times
6-0 times
More than 10 times
44%

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Figure 22 Watching TV in English
This pie chart illustrates the number of times that participants did watch TV in the
English language. 42% of them did watch nearly once or twice, 33% from 5-3 time, and
around 8% stated from 6-10 times, 8 % again said nearly more than ten times, and the
rest stated around 9% which represented that they never tried to watch TV in the English
language.
Figure 23 Listening to the Radio in English
This figure states the number of time that BUC students listened to the radio in the
English language.37% of participants indicated that they had never listened to radio in
the English language ,36% of them had listened to radio in the English language once
6-10 times
More than 10 times
42%33%
Never
once or twice
3-5 times
8%
8% 9%
18.How often did you watch TV in the English language?
36%
Never
once or twice
3-5 times
6-10 times
more than 10 times
37%
12%
7%
8%
19.How often did you listen to the radio in the English
language?

33. 33
or twice ,12% participants stated that they did listen to English language 3-5 times, and
around 8% of them did watch more than 10 times, and finally 75 of participants stated
they did listen to radio nearly 6- 10 times and that indicate how BUC students are so
far from study and practice their listening skills out-e side the classroom .
Figure24 Reading any Websites in English
This figure24 illustrates the number of times that participants have read any website in
English language. The majority of students were almost 42% of them, and they
indicated that they did read in English language once or twice, 32% of them stated that
they did read articles in English language from3 to 5 times, 17% presented those
participants who have been read more than 10 times, and around 12% of participants
never did read , and minority were for those who represented nearly 6% where they did
read from 6-10 times .
4.3 Summary of the Findings:
Our main objectives behind this questionnaire were to see the nature of the activities
outside the classroom, elaborate on its impact on the student’s proficiency of English,
and to find out the activities that students really engage with. The results showed that
actually, the BUC students enjoy using English outside the classroom, but in limited
aspects. Mostly they prefer to use English with their friends whether face to face or
Once or twice
3-5 times
6-10 times
More than 10 times
42%
6%
23%
Never
12%17%
20-How often did you read any website in the English
language?

34. 34
online. In addition, they prefer watching programs in English even if they didn’t
understand some of the words. Since the social networks became like a revolution, a lot
of people tend to use it, where the BUC students are interested in using social networks
for more than 2 hours every day. To use social networks you need to post a comment
sometime, so participant indicated that they using most time Arabic language to post a
comment and that also illustrates the weakness in writing with most of BUC students.
Regarding to reading, it is known that reading has an important role to rear the
knowledge in the person mind and his / her thoughts, but unfortunately, BUC students
don't tend to read any such of articles and if they did that will be just in the aspect of
their assignments. These pieces of evidence give us the signal that the students are not
interested in writing and reading outside the classroom.
According to the responses related to using social media, we notice that the
social network has a great influence on students. We indicate that the respondents who
use social media in English, their English proficiency is better comparing with the
respondents who rarely use social media. However, the results clarified that the students
are not good communicators. Therefore, most of the respondents don’t have foreign
friends and they are not interested in communicating with them. In the other side, the
survey of questionnaires stated that BUC students using YouTube to watch English
videos and that gives one point that BUC students are at least using the English
language outside the classroom by watching a movie in the English language with no
subtitles at all. While some participants watching YouTube in the English language, the
other declared that they are interested in watching TV in the English language instead
of Watching YouTube, and especially in watching the news.

35. 35
CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter involves the conclusion of the study, and it mainly ends with the
recommendations and some suggestions. This chapter highlights the results of the study
and findings. The recommendations help the EFL students to improve their English
language skills and encourage them to use the English language outside theclassroom.
5.2 Conclusion
According to the findings of the study, we can infer that BUC’s students were less
motivated to learn English outside the classroom since they are restricted only to room
learning. Obviously, EFL students use their first language in English classrooms.
Therefore, they have to use English language while having English classes to improve
and develop their language level. Moreover, even the teachers themselves use their first
language while teaching as a way to clarify and explain the subjects or the classroom
activity for the students. Despite this, the findings of the study showed that learning
outside the classroom can be helpful for the EFL students’ language development.
Furthermore, several studies reveal that learning outside the classroom is viewed
positively for it is believed to be useful for EFL students’ language improvement.
5.3 Recommendation
Based on the conclusion, it is recommended that teachers should know what to focus in
class in order to improve their students’ English learning by the following steps:

36. 36
Teachers:
1. The teacher should enhance learning outside the classroom by encouraging
their students to join these classes or the activities outside the classroom to
improve their language skills.
2. The teacher should build a supportive relationship with their students so that
students will work hard and do their best in class and become diligent in their
work and study.
3. The teacher should praise and urge their students to interact with them and
move forward inexpressingtheirideasandencouragethemtoparticipatemore
during the class.
4. The teacher should adopt the best strategies to promote students' willingness
to learn English.
5. The teacher should rely on cooperative learning. They have to divide students
into groups and let them help each other which build teamwork upon them
and enhance their thinking.
On the other hand, students should also do their best and work hard to develop their
English language level so they should then follow these steps:
Students
1. Students should channel their way to improve their English language skills
by attending the actives outside the classroom that the college organizes.

37. 37
2. Students should practice using English language between each
other, and they should make friendships with English native speakers
so that they can improve their language skills.
3. Students should make use of social media such as Facebook, Twitter
and WhatsApp and so many to develop their English level.

38. 38
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