This paper integrates ecological perspectives with language development theories to elucidate students' self-perceived learning trajectories. It presents data from focus, in-depth and member checking interviews with three boys and three girls. The findings show low English as a foreign language (EFL) written output and improved oral output in school (girls) and outside school (boys). It is of particular interest to describe which digital and non-digital experiences students regard as ecological transitions, and to what extent schooling is complementary and compensatory.

中文翻译：

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在校还是校外？- 个人英语学习生态中数字和非数字人工制品的有意义的输出

本文将生态视角与语言发展理论相结合，阐明学生的自我感知学习轨迹。它提供了来自对三个男孩和三个女孩的焦点、深入和成员检查访谈的数据。调查结果显示，英语作为外语 (EFL) 的书面输出较低，而在学校（女孩）和校外（男孩）的口头输出有所提高。描述学生将哪些数字和非数字体验视为生态转型，以及学校教育在多大程度上是互补和补偿性的，这尤其令人感兴趣。