Exploring the Potential of Extramural English in the Development of Implicit, Automatized, and Explicit Knowledge of Grammar

Abstract A key debate in second language acquisition research revolves around the relative significance of explicit and implicit learning conditions in grammar learning. However, little is known about the potential of learners’ extramural (i.e., out‐of‐class) language use in fostering implicit and/or automatized knowledge as compared to explicit knowledge. Therefore, the present study investigated the effect of extramural English (EE) on implicit, automatized, and explicit knowledge among 13‐ to 14‐year‐old learners in Austria and Sweden ( N = 213). According to the results generated by linear mixed models, EE use can predict implicit and/or automatized knowledge. The strength of this relationship seems to be influenced by the extent, starting age, and nature of EE use, with productive but also multimodal and highly interest‐driven activities showing the greatest effect. Explicit knowledge, however, was not affected by EE use. Overall, learner reports on the role of EE and instruction in grammar learning support the findings.