When IDLE Hands Make an English Workshop: Informal Digital Learning of English and Language Proficiency

Lee, Ju Seong; Dressman, Mark

doi:10.1002/tesq.422

Cited by 99 publications

(95 citation statements)

References 20 publications

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“…The linear associations between the diversity of IDLE and L2 vocabulary outcomes provide additional evidence for this result. This finding corroborates previous studies, which found that the diversity of form‐ and meaning‐focused activity outside of the language classroom was a consistent predictor for L2 students’ levels of confidence, enjoyment and speaking proficiency (Lee & Dressman, ; Lai et al, ). Additionally, this study offers new insights into how students’ engagement with the quality of IDLE serves as a significant predictor of their levels of vocabulary knowledge—a predictive power of regression models that was not evaluated in earlier works (Sundqvist & Sylvén, ; Sylvén & Sundqvist, ).…”

Section: Discussionsupporting

confidence: 91%

“…Underpinned theoretically by concepts of incidental language learning (Schmidt, ), learner autonomy (Holec, ) and informal language learning (Benson, ), informal, digital learning of English (IDLE) can be conceptualized as self‐directed, informal English learning using a range of different digital devices (eg, smartphones, desktop computers) and resources (eg, web apps, social media) independent of formal contexts (Lee & Dressman, ). Although this area of CALL inquiry is still in its infancy, the current literature provides mixed results of IDLE for language learning.…”

Section: Literature Reviewmentioning

confidence: 99%

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Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?

Lee¹

2017

Brit J Educational Tech

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This study investigated to what extent quantity (frequency/amount of time) and quality (diversity) of informal digital learning of English (IDLE) activities was conducive to second language (L2) vocabulary outcomes. Data (n = 77) were gathered quantitatively and qualitatively through a questionnaire, English vocabulary tests (ie, measuring receptive and productive vocabulary knowledge), and a semistructured interview from three universities in an English as a foreign language Korean context. Contrary to earlier findings, this study found that quantity of IDLE was not related to vocabulary scores. It revealed that the quality of IDLE was significantly, positively associated with vocabulary outcomes. These results lead us to the conclusion that the frequent practice of IDLE activities may not automatically guarantee successful L2 vocabulary gains. Rather, engagement with varied types of IDLE activities that combines both form‐ and meaning‐focused language learning is essential for achieving L2 vocabulary acquisition.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?

Lee¹

2017

Brit J Educational Tech

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“…Informal digital learning of English (IDLE) has garnered much research attention in the field of computer assisted language learning due to its linguistic, cognitive, and affective benefits of second language (L2) learning (Lai, 2017;Lee, 2019a). More recent studies (Lee, 2019b;Lee & Dressman, 2018) have found that diverse IDLE practice -which engages in both form-and meaning-focused L2 learning -plays a vital role in enhancing students' affective variables (e.g., anxiety and motivation) and willingness to communicate in L2 (L2 WTC). However, the relationship among IDLE activities, affective variables and L2 WTC remains an area for exploration.…”

Section: Introductionmentioning

confidence: 99%

Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language

Lee

Drajati

2019

AJET

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This study examined the under-researched relationship between informal digital learning of English (IDLE) activities (receptive IDLE activities and productive IDLE activities), affective variables (grit, motivation, self-confidence and second language speaking anxiety) and willingness to communicate in a second language. Data (N = 183) were collected through a questionnaire from one state university in an English-as-a-foreign-language Indonesian context. The results showed that students’ willingness to communicate correlated significantly with all of the IDLE activities and affective variables. However, only productive IDLE activities, grit, self-confidence, and motivation were identified as the significant predictors of students’ willingness to communicate. Findings suggest that students’ IDLE engagement and affective states play a significant role in a second language communication. In particular, pedagogical benefits of affective variables (e.g., grit, self-confidence, and motivation) and productive IDLE activities should be emphasised to facilitate students’ willingness to communicate in a second language. These results will broaden current knowledge of IDLE and second language communication behaviour, which can contribute to bridging the interdisciplinary gap between computer assisted language learning, second language acquisition, and psychology.

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“…These studies consistently suggest that frequent involvement with IDLE activities (e.g., digital games) is positively correlated with L2 learning outcomes among young EFL students in the Nordic region. Other recent studies (e.g., Lai et al, 2015;Lee, 2017;Lee & Dressman, 2018) have emphasized the importance of the diversity of IDLE activities. For example, Lee (2017) and Lee and Dressman (2018) show that EFL students who involve themselves in various IDLE activities and who achieve a balance between forms and activities that focus on meaning can create a healthy IDLE ecology that leads to positive language learning.…”

Section: Strengthsmentioning

confidence: 97%

“…Another IDLE study has reported evidence of mixed benefits in IDLE activity (Olsson & Sylvén, 2015). There are some recent studies (Lee & Dressman, 2018;Lai, Zhu, & Gong, 2015) that have paid attention to the diversity of IDLE activities that are conducive to achieving the desired results of English language learning, such as self-confidence, productive vocabulary knowledge, speaking and scores on formal testing in the English language.…”

Section: Introductionmentioning

confidence: 99%

Exploring Quantity and Diversity of Informal Digital Learning of English (IDLE): A Review of Selected Paper

Nofita

Yudar

Nursafira³

2019

Utamax

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This article reviews research on informal digital English (IDLE) learning that has increased in the field of English language teaching to other language speakers and computer-assisted language learning written by Ju Seong Lee (2019), entitled Quantity and Diversity of informal digital learning of English published by Language Learning & Technology. This present paper uses descriptive qualitative analysis in an attempt to understand how the quantity and diversity of IDLE can make a unique contribution to the English language outcomes of EFL learners from the researcher's perspective. Lee uses hierarchical linear regression analysis to show that IDLE Quantity, Age, and Major are significant predictors of two affective variables (Confidence and Pleasure), while IDLE Diversity and Major significantly predict productive language outcomes (Speaking and Productive Vocabulary Knowledge), score in the standard English Test (TOEIC), and one affective variable (Lack of Anxiety). This present article aims to review and discuss the findings on the strengths and the weaknesses found in Lee’s 2019 article. The article Lee made seems to possess a clear flow on how to explain these two types of education and make this article easy to understand. Therefore, the replication of Lee’s research is easy enough for similar research purposes.

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When IDLE Hands Make an English Workshop: Informal Digital Learning of English and Language Proficiency

Cited by 99 publications

References 20 publications

Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?

Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?

Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language

Exploring Quantity and Diversity of Informal Digital Learning of English (IDLE): A Review of Selected Paper

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