Quantity and Diversity of Informal Digital Learning of English

Autor/in	Lee, Ju Seong
Titel	Quantity and Diversity of Informal Digital Learning of English
Quelle	In: Language Learning & Technology, 23 (2019) 1, S.114-126 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Computer Assisted Instruction; College Students; Student Attitudes; Outcomes of Education; Age Differences; Majors (Students); Self Esteem; Vocabulary Skills; Speech Communication; Anxiety; Informal Education; Foreign Countries; Language Tests; Grammar; South Korea; Test of English for International Communication + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Collegestudent; Schülerverhalten; Lernleistung; Schulerfolg; Age; Difference; Age difference; Altersunterschied; Self-esteem; Selbstaufmerksamkeit; Aktiver Wortschatz; Angst; Informelle Bildung; Nichtformale Bildung; Ausland; Language test; Sprachtest; Grammatik; Korea; Republik
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 Vocabulary 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. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01