Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context

Zhang, Yue; Liu, Guangxiang

doi:10.1080/09588221.2022.2134424

Cited by 22 publications

(8 citation statements)

References 42 publications

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“…Moreover, learners who actively engage in IDLE experiences are likely to apply self-regulated learning strategies to effectively manage their informal learning activities. Such engagement in IDLE encourages learners to take responsibility for their learning, set goals, and monitor their progress, all of which align with the principles of self-regulated learning ( Zhang and Liu, 2022 ; Soyoof et al, 2023 ). As learners apply self-regulated learning strategies in their IDLE experiences, they develop a strong foundation of self-regulatory skills that can extend to their formal online courses ( Lee, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, despite considerable evidence supporting the positive impact of IDLE on language proficiency and cultural understanding, certain perspectives highlight potential limitations or contextual dependencies. Zhang and Liu (2022) underscored distinctions between form-focused and meaning-focused IDLE activities, suggesting that their effectiveness might be contingent upon learners’ preferences or specific learning contexts.…”

Section: Literature Reviewmentioning

confidence: 99%

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A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction

Zheng,

Xiao

2024

Front. Psychol.

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IntroductionEnglish as a Foreign Language (EFL) education increasingly relies on online learning, necessitating a nuanced understanding of crucial factors impacting learning experiences. This research investigates the intricate relationships among online learning self-efficacy, online self-regulated learning, informal digital learning of English (IDLE), and online course satisfaction within the unique context of EFL learners.MethodsThe study involved 563 intermediate college students from various national universities in China. Structural Equation Modeling (SEM) was employed to analyze the data, providing comprehensive insights into the relationships among the identified variables.ResultsThe results revealed significant insights. Both online learning self-efficacy and IDLE exhibited direct and positive influences on online course satisfaction. Furthermore, the study uncovered that online self-regulated learning acted as a partial mediator in the connection between online learning self-efficacy and IDLE with online course satisfaction. This mediation implies that learners’ self-regulatory behaviors significantly affect how self-efficacy and informal digital language learning experiences impact overall satisfaction with online courses.DiscussionThe findings highlight the pivotal role of nurturing learners’ self-efficacy beliefs, fostering IDLE, and promoting effective self-regulated learning strategies in the realm of online language learning. These initiatives are instrumental in enhancing learners’ satisfaction and success in online courses.ConclusionThe implications of these findings for EFL instruction are substantial. By emphasizing the importance of self-efficacy, IDLE, and self-regulated learning strategies, educators can significantly contribute to creating more satisfying and successful online learning experiences for EFL students.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction

Zheng,

Xiao

2024

Front. Psychol.

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“…Rooted in the concepts of incidental language learning ( Saffran et al, 1997 ), learner autonomy ( Little, 2007 ), and informal language learning ( Bahrani and Sim, 2012 ), IDLE has emerged as a subfield of CALL in the language learning domain. IDLE is characterized by self-directed, informal English language learning that leverages a diverse range of digital devices, such as phones, computers, and laptops, as well as various resources like web applications and social media platforms, in informal settings ( Zhang and Liu, 2022 ; Taherian et al, 2023 ). It is important to note that IDLE encompasses both form-focused activities, such as vocabulary acquisition applications, and meaning-focused tasks, such as engaging in English language discussions through YouTube video commenting, outside the formal classroom environment ( Liu et al, 2023 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence

2023

Front. Psychol.

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IntroductionThis study investigates the interplay between Online Learning Self-Efficacy (OLSE), Informal Digital Learning of English (IDLE), student engagement in online classes, and the mediating effect of Social Presence (SP) among intermediate Chinese English as a Foreign Language (EFL) students. The research sample consisted of 389 participants enrolled in online English courses within a chain of language schools.MethodsData collection involved the use of validated scales to assess OLSE, IDLE, SP, and online student engagement. Structural Equation Modeling (SEM) was employed for data analysis.ResultsThe findings revealed direct influences of OLSE and SP on online student engagement. Additionally, IDLE exhibited a positive impact on online student engagement, with a partial mediation effect through SP. This suggests that informal digital English learning significantly contributes to students’ engagement in online classes, with this influence being facilitated by the sense of social presence experienced by students during virtual interactions.DiscussionThis research underscores the importance of OLSE, IDLE, and SP in shaping student engagement within online learning environments. The results highlight that fostering informal digital English learning can enhance students’ active participation in online courses, with SP serving as a key mediator in this relationship. These insights provide valuable guidance for educators and institutions seeking to improve student engagement in online educational settings.

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“…Additionally, as most research (e.g. Lee & Drajati, 2019;Lee & Lee, 2021;Zhang & Liu, 2022) only conceptualize and measure FLE, IDLE, and L2MSS following a positivist-oriented paradigm, there should be more studies undertaking a fine-grained and complete analysis to understand the empowering role of FLE and L2 motivation in IDLE across contexts. To address these gaps, this study adopts an explanatory mixed-method design that integrates the quantitative structural equation modeling analysis and the qualitative interview analysis.…”

Section: Identifying Research Gapsmentioning

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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Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context

Cited by 22 publications

References 42 publications

A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction

A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction

The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence

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

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