Profiling the Affective Characteristics of EFL Learners' Digital Informal Learning: A Person-Centered Approach

Autor/inn/en	Lee, Ju Seong; Xie, Qin
Titel	Profiling the Affective Characteristics of EFL Learners' Digital Informal Learning: A Person-Centered Approach
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 3, S.552-566 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Ju Seong) ORCID (Xie, Qin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2085713
Schlagwörter	Affective Behavior; Second Language Learning; Second Language Instruction; English (Second Language); Informal Education; Anxiety; Communication (Thought Transfer); Profiles; Learning Motivation; Personality; Resilience (Psychology); Self Concept; Scores; Comparative Analysis; Language Teachers; Learning Activities; Teaching Methods; Learning Processes; Computer Assisted Instruction; Student Attitudes; Computer Mediated Communication; Computer Games; Secondary School Students; College Students; Foreign Countries; Factor Analysis; South Korea + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Informelle Bildung; Nichtformale Bildung; Angst; Communication; thought; Kommunikation; Gedanke; Charakterisierung; Profilanalyse; Motivation for studies; Lernmotivation; Personalität; Selbstkonzept; Language teacher; Sprachunterricht; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Computerkonferenz; Computer game; Computerspiel; Computerspiele; Sekundarschüler; Collegestudent; Ausland; Faktorenanalyse; Korea; Republik
Abstract	Purpose: This study (1) used a person-centered approach to identify specific subgroups of 1,265 EFL learners who participated in Informal Digital Learning of English (IDLE) activities, and (2) looked at how different IDLE profiles are related to important affective variables. Design/Methodology: To identify IDLE profiles, we used cluster analysis. Findings: The L2 motivation, L2 enjoyment, L2 anxiety, and grit levels of the IDLErs with distinct profiles differed significantly. When compared to Profiles 1 (Minimal IDLErs: 33%), 2 (Gaming-Entertainment IDLErs: 16%), and 3 (Entertainment IDLErs: 30%), both Profile 4 (Maximal IDLErs: 11%) and Profile 5 (Entertainment-socializing IDLErs: 10%) demonstrated significantly higher scores on Ideal L2 self, L2 enjoyment-self, L2 enjoyment-others, L2 communication anxiety-offline, and Grit. Profiles 4 and 5 made full use of out-of-school digital environment, which provided several affective benefits for EFL learners. Originality/value: Methodologically, the analytical and statistical approach could help to move informal language learning research one step closer to being more person-centered. In practice, the various IDLE profiles identified in this study may be of interest to EFL teachers in order to better understand their students' IDLE activities outside of school and to inform classroom teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01