The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment

Ju Seong Lee · Kilryoung Lee

189 citations0/0 files storedBritish Journal of Educational Technology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

EFL/ESL Teaching and Learning English Language Learning and Teaching Mobile Learning in Education

Abstract

Abstract This interdisciplinary research examines how Informal Digital Learning of English ( IDLE ) and the L2 Motivational Self System (consisting of the ideal L2 self and the ought‐to L2 self ) are linked with Foreign Language Enjoyment ( FLE ). Together, these are flourishing research areas in computer‐assisted language learning, second language acquisition and positive psychology. Using a purposive sampling technique, three cohorts of English‐as‐a‐foreign‐language learners ( N = 661) are surveyed in South Korea: middle school ( n = 173), high school ( n = 374) and university students ( n = 114). Results of hierarchical regression analyses show that IDLE and the ideal L2 self are significantly predictive of all groups’ FLE, while the ought‐to L2 self predicts only middle school students’ FLE. These results suggest that students’ engagement in extramural digital activities and their motivational mindset (shaped through different socio‐educational contexts) may have influenced their emotions in learning their target language. Informed by these results, teachers can help increase students’ L2 learning enjoyment by supporting their language learning in out‐of‐class digital settings as well as promoting their ideal L2 self‐images. Concurrently, teachers and parents can enhance younger learners’ enjoyment of learning L2—especially in test‐oriented Asian contexts—by setting higher L2 learning expectations.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 189 citations exist upstream.

References

1985Intrinsic Motivation and Self-Determination in Human Behavior 2001The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.2000Positive psychology: An introduction.2000Positive psychology: An introduction.1993Motivation and personality 1987Self-discrepancy: A theory relating self and affect.1986Possible selves.1986Foreign Language Classroom Anxiety

Cited by

2022Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry 2024Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation in the Chinese context 2021Language learners’ enjoyment and emotion regulation in online collaborative learning 2023Modeling EFL teachers’ intention to integrate informal digital learning of English (IDLE) into the classroom using the theory of planned behavior 2021L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.