Quantity and diversity of informal digital learning of English

dc.contributor.author Lee, Ju Seong
dc.date.accessioned 2019-01-23T22:06:36Z
dc.date.available 2019-01-23T22:06:36Z
dc.date.issued 2019-02-01
dc.description.abstract While research on informal digital learning of English (IDLE) increases in the fields of teaching English to speakers of other languages and computer-assisted language learning, few studies have examined the relationship between quantity and diversity of IDLE practices and different language learning outcomes. To address this gap, data were collected through one questionnaire, six English learning outcomes, and a semi-structured interview from 71 Korean English-as-a-foreign-language (EFL) university students. Hierarchical linear regression analyses showed that IDLE Quantity, Age, and Major were significant predictors of two affective variables (Confidence and Enjoyment), while IDLE Diversity and Major were significantly predictive of productive language outcomes (Speaking and Productive V ocabulary Knowledge), scores in a standardized English test (TOEIC), and one affective variable (Lack of Anxiety). These results revealed how IDLE quantity and diversity can make a unique contribution to EFL learners’ English outcomes.
dc.identifier.citation Lee, J. S. (2019). Quantity and diversity of informal digital learning of English. Language Learning & Technology, 23(1), 114–126. https://doi.org/10125/44675
dc.identifier.doi 10125/44675
dc.identifier.issn 1094-3501
dc.identifier.uri http://hdl.handle.net/10125/44675
dc.publisher National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin
dc.subject Informal Digital Learning of English
dc.subject Quantity Versus Diversity
dc.subject English Learning Outcomes
dc.subject EFL Korean Students
dc.title Quantity and diversity of informal digital learning of English
dc.type Article
dc.type.dcmi Text
prism.endingpage 126
prism.number 1
prism.publicationname Language Learning & Technology
prism.startingpage 114
prism.volume 23
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