A STUDENTS’ VIEW ON THE EFFECTIVENESS OF IDLE
Main Article Content
Abstract
This study investigates the self-reported Informal Digital Learning of English (IDLE) practices of undergraduate students at the University of Novi Sad and their perceptions of the effectiveness of these practices in enhancing their English language competence. Utilizing a cross-sectional design, the survey collected data on students’ daily screen time, self-assessed English proficiency and the perceived usefulness of IDLE practices across various language segments. The findings reveal a high perceived usefulness of IDLE, particularly in improving vocabulary and everyday communication skills, while academic writing and specialized vocabulary show lower effectiveness ratings. The results further indicate a significant interaction effect between gender and hours of use on students’ perceptions of IDLE’s usefulness. This study highlights the importance of student agency and self-directed learning in the context of IDLE, suggesting that learners are more likely to engage with digital resources that align with their personal learning goals. The research underscores the potential of digital tools to facilitate language acquisition and emphasizes the need for educators to enhance students’ perceptions of the relevance of IDLE practices. By doing so, educators can foster more effective and personalized language learning experiences that empower students to take charge of their learning.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Benson, P. (2013). Teaching and Researching: Autonomy in Language Learning. London: Routledge DOI: https://doi.org/10.4324/9781315833767
Chamot, A. U. (2014). Developing self-regulated learning in the language classroom. In Chan, W. M.,Chin,K. N.& T. Suthiwan (Eds.) (2014). Proceedings of CLaSIC 2014. Singapore: Knowledge, Skills and Competencies in Foreign Language Education. 78-88
Chik, A. (2018). Learner autonomy and digital practices. In Chik, A., Aoki, N.& Smith, R. (Eds.), Autonomy in language learning and teaching: New research agenda (pp. 73-92). New York: Palgrave Pivot. doi: 10.1057/978-1-137-52998-5-5 DOI: https://doi.org/10.1057/978-1-137-52998-5_5
De Wilde, V.–Brysbaert, M. & Eyckmans, J. (2022). Formal versus informal L2 learning: How do individual differences and word-related variables influence French and English L2 vocabulary learning in Dutch-speaking children? Studies in Second Language Acquisition, 44(1), 87-111. doi: 10.1017/s0272263121000097 DOI: https://doi.org/10.1017/S0272263121000097
Dincer, A. (2020). Understanding the characteristics of English language learners’ out-of-class language learning through digital practices. IAFOR Journal of Education, 8, 47-65. doi: 10.22492/ije.8.2.03 DOI: https://doi.org/10.22492/ije.8.2.03
Finch, J. F.–West, S. G. (1997). The investigation of personality structure: Statistical models. Journal of Research in Personality, 31, 439-485. doi: 10.1006/jrpe.1997.2194 DOI: https://doi.org/10.1006/jrpe.1997.2194
Gallup (2023). Familial and Adolescent Health Survey. Washington, DC: Gallup, Inc.
Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8-25. doi: 10125/44667 DOI: https://doi.org/10.64152/10125/44667
Hair, J.–Anderson, R. E.–Tatham, R. L. & Black, W. C. (1995). Multivariate data analysis. (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.
Halupka-Rešetar, S.–Knežević, Lj. & Topalov, J. (2018). Revisiting willingness to communicate in English as a foreign language: The Serbian perspective. Journal of Multilingual and Multicultural Development, 39(10), 912-924. doi: 10.1080/01434632.2018.1454456 DOI: https://doi.org/10.1080/01434632.2018.1454456
Inayati, N.–Sanjani,M. I.–Jayanti, F. G.–Gao, X. A. & Nguyen, H. T. M. (2024). Online informal language learning (OILL): A systematic review of studies (2014–2023). Innovation in Language Learning and Teaching, 1-17. doi: 10.1080/17501229.2024.2355296 DOI: https://doi.org/10.1080/17501229.2024.2355296
Jurkovič, V. (2019). Online informal learning of English through smartphones in Slovenia. System, 80, 27-37. doi: 10.1016/j.system.2018.10.007 DOI: https://doi.org/10.1016/j.system.2018.10.007
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Kuru Gonen, S.I.–Kızılay, Y. (2023). Taking the picture of informal digital learning of English (IDLE) in a higher education Turkish EFL context. Turkish Online Journal of Distance Education, 24(3), 178-191.
Kusyk, M. (2017). The development of complexity, accuracy and fluency in L2 written production through informal participation in online activities. Calico Journal, 34(1), 75-96. https://www.jstor.org/stable/90014679 Lai, C.–Hu, X. & Lyu, B. (2018). Understanding the nature of learners’ out-of-class language learning experience with technology. Computer Assisted Language Learning, 31(1-2), 114–143. doi: 10.1080/09588221.2017.1391293 Lai, C.–Liu, Y. & Lin, Y. (2023). Purpose and strategic engagement in informal English digital activities and aspects of vocabulary knowledge. Applied Linguistics. Advance online publication. doi: 10.1093/applin/amad075 DOI: https://doi.org/10.1558/cj.29513
Lee, J. S. (2019). Quantity and diversity of informal digital learning of English. Language Learning & Technology, 23(1), 114–126. doi: 10125/44675 DOI: https://doi.org/10.64152/10125/44675
Lee, J. S.–Dressman, M. (2018). When IDLE hands make an English workshop: Informal digital learning of English and language proficiency, TESOL Quarterly, 52(2), 435–445. doi: 10.1002/tesq.422 DOI: https://doi.org/10.1002/tesq.422
Lee, J. S.–Lee, K. (2019). Informal digital learning of English and English as an international language: The path less traveled. British Journal of Educational Technology, 50, 1447-1461. doi: 10.1111/bjet.12652 DOI: https://doi.org/10.1111/bjet.12652
Lindgren, R.–McDaniel, R. (2012). Transforming online learning through narrative and student agency. Educational Technology & Society, 15(4), 344-355. https://www.jstor.org/stable/jeductechsoci.15.4.344
Mercer, S. (2011). Understanding learner agency as a complex dynamic system. System, 39(4), 427-436. doi: 10.1016/j.system.2011.08.001 DOI: https://doi.org/10.1016/j.system.2011.08.001
Montero Perez, M.–Peters, E.&Desmet, P. (2018). Vocabulary learning through viewing video: The effect of two enhancement techniques. Computer Assisted Language Learning, 31(1-2), 1-26. doi: 10.1080/09588221.2017.1375960 DOI: https://doi.org/10.1080/09588221.2017.1375960
Moradi, H. (2018). Self-directed learning in language teaching-learning processes, Modern Journal of Language Teaching Method, 8(6), 59-64. http://mjltm.org/article-1-122-en.html
Rezai, A. Investigating the association of informal digital learning of English with EFL learners’ intercultural competence and willingness to communicate: A SEM study. BMC Psychology, 11, 314 (2023). doi: 10.1186/s40359-023-01365-2 DOI: https://doi.org/10.1186/s40359-023-01365-2
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46, 5-22. doi: 10.1177/0033688214561621 Shafirova, L.–Cassany, D. (2019). Bronies learning English in the digital wild. Language Learning & Technology, 23(1), 127-44. doi: 10125/44676 Sockett, G. (2014). The online informal learning of English. Basingstoke: Palgrave Macmillan. DOI: https://doi.org/10.64152/10125/44676
Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87–113. doi:10125/44674 DOI: https://doi.org/10.64152/10125/44674
Sykes, J. M. (2018). Digital games and language teaching and learning. Foreign Language Annals, 51(1), 219-224. doi: 10.1111/flan.12325 DOI: https://doi.org/10.1111/flan.12325
Veltri, N.–Krasnova, H.–Baumann, A. & Kalayamthanam, N. (2014). Gender differences in online gaming: A literature review. Paper presented at the 20th Americas Conference on Information Systems, AMCIS 2014.
Warnby, M. (2022) Receptive academic vocabulary knowledge and extramural English involvement – Is there a correlation? International Journal of Applied Linguistics, 173(1), 120-152. doi: 10.1075/itl.21021.war DOI: https://doi.org/10.1075/itl.21021.war
Wong, Y. K. (2020). Effects of language proficiency on L2 motivational selves: A study of young Chinese language learners. System, 88, doi: 10.1016/j.system.2019.102181. DOI: https://doi.org/10.1016/j.system.2019.102181
Zhang, Y.–Liu, G. (2022). Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context. Computer Assisted Language Learning, 37(7), 1904-1936. doi: 10.1080/09588221.2022.2134424 DOI: https://doi.org/10.1080/09588221.2022.2134424