Purpose Profiles in Informal Digital Learning of English: A Mixed‐Methods Study.
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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 3; pp. 1 - 15 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2026
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194050899&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194050899 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2026 vid: 42 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 194050899 194050899 194050899 10.1002/jcal.70255 194050899 ppf: 1 ppct: 14 formats: tig: atl: Purpose Profiles in Informal Digital Learning of English: A Mixed‐Methods Study. aug: au: Yao, Huijie Gu, Michelle Mingyue Zhang, Yue affil: Department of English Language Education, The Education University of Hong Kong, New Territories, , Hong Kong sug: subj: Learning Methods English Language Digital Technology Utilization Educational Technology Utilization Emotions Cultural Competence Human Male Female Adolescence Young Adult Funding Source China Multimethod Studies Students, College Psychosocial Factors Semi-Structured Interview Factor Analysis Chi Square Test Thematic Analysis Descriptive Statistics Scales Anxiety Pleasure Socialization Adolescent: 13-18 years Male Female ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|