Bridging imagination and informal digital learning of English: a mixed-method investigation

Liu, Guangxiang; Zhang, Yue; Zhang, Rui

doi:10.1080/01434632.2023.2173214

Cited by 12 publications

(2 citation statements)

References 40 publications

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“…In this study, investing in fan-based digital practices (Black, 2006;Lam, 2000;Liu, Zhang, et al, 2023;Schreiber, 2015;Shafirova & Cassany, 2019) was particularly useful for learners to exchange cultural and linguistic knowledge and to expand their social networks. While Darvin and Norton (2023) have underscored how participating in online spaces can enable the acquisition of such capital, this study extends this assertion by demonstrating how the digital wilds are not just spaces to use and learn language creatively to pursue specific interests but also a means to assert one's legitimacy and to claim the right to speak.…”

Section: Discussionmentioning

confidence: 95%

From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak

Liu

Darvin

2023

TESOL Quarterly

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Based on data from a qualitative case study of two Chinese university EFL learners from rural backgrounds, Andy and Jimmy, this study traces their progress from being struggling English language learners to confident speakers of English. Drawing on Darvin and Norton's (2015) model of investment that recognizes the intersection of identity, capital, and ideology, this study dissects Andy and Jimmy's engagement with the digital wilds and their negotiation of resources in online and offline environments. Analysis of interviews, observations, and digital artifacts reveal that as students from rural and migrant worker families, Andy and Jimmy positioned themselves and were positioned by others as inadequate speakers of English, contributing to their initial non‐participation in the English classroom. Participation in the digital wilds however provided these learners with opportunities to acquire a wider range of resources and to reframe their identities as legitimate speakers. Such expanded repertoires empowered them to claim the right to speak and to be heard across online and offline spaces. These findings reiterate the pedagogical potential of the digital wilds in creating conditions that enable rural EFL learners to invest in their learning of English.

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Section: Discussionmentioning

confidence: 95%

From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak

Liu

Darvin

2023

TESOL Quarterly

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“…In China, although scholars have started to examine students' technologymediated self-initiated language learning beyond the classroom (e.g. Liu & Darvin;Liu, Ma, Bao & Liu, 2023;Liu, Zhang & Zhang, 2023), more academic research is needed to explore the extent to which IDLE can account for the complexity of the online learning ecology. Such a contextual gap is particularly significant given that the unique controlled and censored internet reality in China may be able to largely shape the language learning conditions and opportunities that Chinese EFL learners can access in the digital and out-of-class setting (Liu, 2023a).…”

Section: Introductionmentioning

confidence: 99%

Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study

Liu,

Zhang,

Zhang

2023

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This explanatory mixed-method study seeks to understand the relationships between second language (L2) motivation (including the ideal L2 self and the ought-to L2 self) and students’ informal digital learning of English (IDLE) and whether such relationships are mediated by the most prominent positive emotion – enjoyment. A total of 391 Chinese university students participated in the survey, and 15 of them were interviewed later. Quantitative analysis revealed a strong positive relationship between the ideal L2 self and participants’ IDLE, which was partially mediated by foreign language enjoyment (FLE), while the hypotheses that the ought-to L2 self significantly predicted FLE and IDLE were rejected. The qualitative data added details to how a vivid and elaborate L2 vision contributed to enhanced English learning enjoyment and served as the most influential motivator for IDLE practices. Meanwhile, the external and instrumental motives could not predict Chinese university students’ enjoyment, disempowering them to invest in productive language learning practices in the informal and digitalized environment. The discussion of these findings and pedagogical implications helps to chart the path for utilizing the power of the ideal L2 self to engage Chinese university students with the extramural and digitalized language learning ecology.

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Modeling EFL teachers’ intention to integrate informal digital learning of English (IDLE) into the classroom using the theory of planned behavior

Liu,

Wang

2024

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Bridging imagination and informal digital learning of English: a mixed-method investigation

Cited by 12 publications

References 40 publications

From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak

From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak

Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study

Modeling EFL teachers’ intention to integrate informal digital learning of English (IDLE) into the classroom using the theory of planned behavior

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