Quantity and diversity of informal digital learning of English

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dc.contributor.authorLee, Ju Seong
dc.date.accessioned2019-01-23T22:06:36Z
dc.date.available2019-01-23T22:06:36Z
dc.date.issued2019-02-01
dc.description.abstractWhile 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.citationLee, 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.doi10125/44675
dc.identifier.issn1094-3501
dc.identifier.urihttp://hdl.handle.net/10125/44675
dc.publisherNational 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.subjectInformal Digital Learning of English
dc.subjectQuantity Versus Diversity
dc.subjectEnglish Learning Outcomes
dc.subjectEFL Korean Students
dc.titleQuantity and diversity of informal digital learning of English
dc.typeArticle
dc.type.dcmiText
prism.endingpage126
prism.number1
prism.publicationnameLanguage Learning & Technology
prism.startingpage114
prism.volume23

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Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds