Type,"Title (Orig.)","Title (Engl. transl.)",Authors,Year,Language,"Type of publication","Main Results","Theoretical contribution","Implications for parents","Implications for educational professionals","Implications for policy makers","Implications for other stakeholders",DOI,"Evidence Base URL" Publication,"Game on! Young learners’ incidental language learning of English prior to instruction",,"De Wilde V.;Eyckmans J.",2017,English,"Journal article","""The results for listening comprehension are revealing since 12 of the 30 children had a score below 50% and 13 children had a score of 80% or higher. This could be especially challenging for foreign teachers since 40% of the children had already reached the required competence level for listening comprehension that they should achieve at the end of the second year of secondary education. This forms very heterogeneous classes at the start of formal English instruction. Yet, the results obtained for the other skills tests (reading, writing and speaking) were markedly lower than those for listening. For speaking, reading and writing more than half of the children scored less than 50%. For these skills too about 10-25% of the children had obtained the required competence level set for the end of the second year of secondary education (CEFR A2). Factors that are related to children’s incidental acquisition of English before starting formal English instruction, the variables related to media use seemed to be most telling. The amount of gaming in English and the number of hours of computer use in English were significant predictors. Nevertheless, there were no significant differences in test results between boys and girls. This could be due to the fact that both boys (6) and girls (4) spent a lot of time gaming (more than 1 hour per day).",No,,,,,10.14746/ssllt.2017.7.4.6,https://base.core-evidence.eu/publications/160