The contribution of informal digital learning of English (IDLE) to achievement emotions and willingness to communicate: a cross-cultural investigation

Abstract

Recognising the scarcity of cross-cultural studies on informal digital learning of English (IDLE), this study explored the contributions of EFL learners from China and Iran investing in informal English learning out-of-class on their foreign language enjoyment (FLE) and foreign language boredom (FLB), and willingness to communicate (WTC). This study surveyed 626 Chinese and Iranian EFL learners. The results of structural equation modelling unveiled that learners’ IDLE participation significantly predicted their FLE and FLB in the Iranian EFL context. In the Chinese EFL setting, students’ IDLE engagement had a significant impact on FLB, but not on FLE. EFL learners’ FLE mediated the relationship between IDLE and WTC in the Iranian EFL context. However, EFL learners’ boredom did not play a mediating role in the relationship between IDLE and WTC in Iranian and Chinese EFL contexts. EFL learners’ IDLE participation positively and significantly influenced WTC in both contexts. In addition, the finding emphasised the importance of cross-cultural variations in EFL learners’ emotions and digital language learning. This study offers pedagogical implications. It emphasises the importance of encouraging Chinese and Iranian students to engage in IDLE activities, promoting their communication in English, and enhancing their positive emotional experiences through technology.

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