The contribution of informal digital learning of English (IDLE) to achievement emotions and willingness to communicate: a cross-cultural investigation

2025/04/15 by Minlin Zou, Mostafa Azari Noughabi, Maryam Sabouri +1 · 15 citations
Arts and Humanities · Computer Science · Social Sciences · #Digital literacy in education #EFL/ESL Teaching and Learning #Technology-Enhanced Education Studies

paper · doi:10.1080/01434632.2025.2490076

openalex publication_date 2025/04/15 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/25

Abstract

Recognising the scarcity of cross-cultural studies on informal digital learning of English (IDLE), this study explored the contributions of EFL learners from China and Iran investing in informal English learning out-of-class on their foreign language enjoyment (FLE) and foreign language boredom (FLB), and willingness to communicate (WTC). This study surveyed 626 Chinese and Iranian EFL learners. The results of structural equation modelling unveiled that learners’ IDLE participation significantly predicted their FLE and FLB in the Iranian EFL context. In the Chinese EFL setting, students’ IDLE engagement had a significant impact on FLB, but not on FLE. EFL learners’ FLE mediated the relationship between IDLE and WTC in the Iranian EFL context. However, EFL learners’ boredom did not play a mediating role in the relationship between IDLE and WTC in Iranian and Chinese EFL contexts. EFL learners’ IDLE participation positively and significantly influenced WTC in both contexts. In addition, the finding emphasised the importance of cross-cultural variations in EFL learners’ emotions and digital language learning. This study offers pedagogical implications. It emphasises the importance of encouraging Chinese and Iranian students to engage in IDLE activities, promoting their communication in English, and enhancing their positive emotional experiences through technology.

Citations

• Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation
• Dimensionalizing Cultures: The Hofstede Model in Context
• The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice
• Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context
• The Development and Validation of the Short Form of the Foreign Language Enjoyment Scale
• Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come
• Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
• Taking stock: A meta-analysis of the effects of foreign language enjoyment

Cited by

• Beyond borders and screens in China: L2 motivation, digital literacy, and virtual intercultural experience in GenAI-mediated informal digital learning of English
• Informal Digital Learning of English
• Understanding the potential role of GenAI-mediated informal digital learning of English (GenAI-IDLE) in the Global South: AI literacy, emotions, and willingness to communicate as outcomes

Related

• Informal digital learning of English and L2 willingness to communicate: roles of emotions, gender, and educational stage
• The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners
• Social Support, Resilience, and (AI‐Mediated) Informal Digital Learning of English among Multilingual Learners in Uzbekistan
• Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come
• Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context