The present study examines the lexical and syntactical abilities of two Swedish upper secondary school classes in relation to their extramural English (EE) activities and is founded on the following research question: Does students’ active engagement with EE activites have an impact on the development of their lexical and syntactical abilites? The activities investigated are playing video games while communicating in English, reading English literature, and the selection of subtitles while watching English-speaking movies/TV shows. Twenty-six students participated in the study by answering a questionnaire and writing a short narrative essay. Naturally, the essays were of varying length and coherence. The results were analyzed through quantitative methods with the help of digital tools, especially digital tools measuring the frequency of words, lexical density, lexical diversity and 14 syntactic indices. The lexical results of the research were acquired through a web-based analyzer program called Lextutor (Cobb, 1995), and the syntactical analysis was calculated with Lu’s (2010) L2 Syntactic Complexity Analyzer (L2SCA). The present study observes a lexical advantage for the high-extramural English group, while syntactically, no advantage was observed between the groups. Thus, only an advantage for ESL student’s extramural English with regards to lexis in upper secondary school could be determined.