| Sumario: | Background: Research on Informal Digital Learning of English (IDLE) has largely emphasized engagement intensity, with less attention to learners' underlying purposes. Objectives: This study identified purpose profiles in IDLE and examined their associations with digital competence, L2 emotions, and cross‐cultural competence. It also explored how instructional purposes related to informal purposes. Methods: A sequential explanatory mixed‐methods design was adopted. Survey data from 686 EFL learners were analysed using latent profile analysis to derive configurations of four purposes: information, socialization, entertainment, and self‐instruction. Profile differences in digital competence, enjoyment, anxiety, cross‐cultural competence, and engagement frequency were tested. Follow‐up semi‐structured interviews with five participants were thematically analysed to illuminate how learning intentionality was positioned within informal engagement. Results and Conclusions: Three distinct purpose configurations emerged. Profiles characterized by stronger purpose endorsement showed significantly higher digital competence, enjoyment, and cross‐cultural competence, whereas no significant differences were found for anxiety or engagement frequency. Qualitative findings illustrated three recurring patterns in how learning intentionality was positioned in relation to informal purposes: learning as a distal purpose, as a primary focus, and as an exclusive purpose. Two facilitative conditions associated with learning intentionality were also identified, namely awareness of language learning affordances in informal digital activities and facilitative links among different purposes. Overall, the findings underscore the potential of IDLE as a site for purposeful engagement that can accommodate both language learning and other life needs. Lay Summary: What is currently known about this topic? ○IDLE research mainly links engagement frequency to language learning outcomes.○Learners use English media for information, socialization, entertainment, and learning purposes.What does this paper add? ○It shows learners differ in why they engage with English media, not just how often.○Purposeful engagement associates with digital competence, enjoyment, and intercultural skills.○Learning intentions may be layered onto non‐learning goals in everyday digital activities.Implications for practice or policy ○Teachers should help students notice learning value in everyday digital practices.○Designing activities that align learning with learners' other life goals may enhance expectancy–value appraisals, thereby increasing motivation.○IDLE can bridge informal digital life and self‐instruction without replacing either.
|
|---|