Informal Digital Learning of English and English as an International Language: The Path Less Traveled

Autor/inn/en	Lee, Ju Seong; Lee, Kilryoung
Titel	Informal Digital Learning of English and English as an International Language: The Path Less Traveled
Quelle	In: British Journal of Educational Technology, 50 (2019) 3, S.1447-1461 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12652
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Correlation; Informal Education; Models; College Students; Structural Equation Models; Intervention; Teaching Methods; Interdisciplinary Approach; Information Technology; Student Attitudes; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Informelle Bildung; Nichtformale Bildung; Analogiemodell; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Informationstechnologie; Schülerverhalten; Ausland; Korea; Republik
Abstract	This exploratory study aimed to identify a model that explains the relationship between Informal Digital Learning of English (IDLE) practice and English as an International Language (EIL) perception. The hypothesized model--"students' engagement in IDLE practice will be significantly and positively related to their perception of EIL"--was tested using a survey with 317 Korean EFL (English as a Foreign Language) university students. The results of Structural Equation Modeling showed a strong, significant and positive relationship between IDLE activities in which EFL learners engage and their EIL perception. Practically, these findings help broaden the scope of conventional EIL intervention beyond the classroom as a complementary EIL pedagogical model. From a theoretical perspective, this study represents a conceptual advance in our understanding of IDLE by adding a new insight to the current literature. This study also makes a contribution toward bridging an interdisciplinary divide between EIL and IDLE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01