Exploring teachers’ perspectives on extramural English: A cross-national study in Portugal and Spain

Abstract This study explores how secondary school English teachers in Portugal and Spain perceive extramural English (EE) and integrate it into English Language Teaching (ELT). EE involves any exposure to English outside the classroom, through watching videos, listening to music, or playing games – these being the activities identified by teachers in both countries as the most common among their students. The study analyzes teachers’ perspectives on the frequency of students’ exposure to EE activities, the impact of these activities on different language areas, and, more broadly, the relationship between EE and ELT. A total of 244 participants took part in the study. A survey was used as the research instrument. Data were analyzed by means of mixed ANOVA and an exploratory factor analysis. Findings showed that Portuguese teachers reported higher frequencies of student engagement in all EE activities compared to their Spanish counterparts. However, teachers from both countries shared similar perceptions of the impact of EE on language learning, and identified listening skills, informal language use, and the development of vocabulary as the areas most positively influenced by EE. Finally, teachers from both territories supported the integration of EE into ELT.