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. 114-126Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen 1; Literaturangaben; Tabellen 6
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Empirische Forschung; Digitale Medien; Informelles Lernen; Fremdsprachenunterricht; Englischunterricht; Korea
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. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2