Vocabulary knowledge and reading proficiency in extramural L2 English among ESCAPERS in Norway and Flanders

Abstract This quantitative-dominant study discusses the relation between escapist reading and gaming, foreign/second language (L2) English vocabulary, and reading proficiency. Escapism, the act of temporarily escaping reality, is under-researched in L2 learning but relevant for inclusive learning environments and learner interests. The study addresses this gap by examining how 364 learners (aged 15–16) in Norway and Flanders performed on a vocabulary and reading test, respectively. Learners answered a questionnaire about informal/extramural English (EE), identifying 66 Readers, 70 Gamers, and 118 Reader + Gamers (doing both EE-activities). Across the sample, 170 Escapers and 27 so-called Profound escapers were identified. Descriptive and inferential analyses revealed that Readers and Gamers scored significantly higher than Non-readers and Non-gamers. Escapers significantly outperformed Non-escapers on both tests, and Profound escapers performed significantly better than all others. Differences between Norwegian and Flemish learners were non-significant. Regression analyses identified EE-reading as a predictor for vocabulary and reading proficiency, whereas EE-gaming predicted vocabulary only. The findings indicate that increased EE and escapism relate to higher L2 proficiency, which merits further research to better understand informal learning.