In recent years, research interest in second language use and acquisition beyond the classroom has grown considerably. However, terminological confusion and definitional differences have made it difficult to compare findings and discover trends across studies, and more broadly synthesise new insights and developments. Therefore, this scoping review is intended to provide an overview of when, where, why, and how research on informal language learning (ISLL) research has evolved between 2000 and 2020. We select, describe, and synthesise 206 publications in order to summarise key issues in the theoretical and empirical ISLL literature during this time. We explore the variables, learner populations, and languages that have been studied; research designs, methodological and analytical approaches; and the theoretical frameworks and terminology which have been employed to describe ISLL and situate it within the broader field of second language acquisition (SLA). We synthesise findings related to students’ engagement in ISLL and its relationship to developing language proficiency as well as to variables such as learner characteristics, motivation and affective factors. We discuss suggested applications of these findings for pedagogy and broader SLA research, and conclude by reflecting on current issues in the existing ISLL literature while also considering areas for potential future development.
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