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Conceptualising IDLE Within Primary School English Language Teaching.

Background: Informal digital learning of English (IDLE) is one of many concepts used in a relatively new field of research. Conceptually, it is essential to situate IDLE in a broader theoretical frame. Thus, this paper discusses concepts and frameworks that have helped shape and move the field forwa...

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Published in:Journal of Computer Assisted Learning Vol. 42; no. 4; pp. 1 - 17
Main Authors: Sundqvist, Pia, Sylvén, Liss Kerstin
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Aug2026
Online Access:View this record in EBSCOhost
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      dt: Aug2026
      vid: 42
      iid: 4
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1002/jcal.70276
        195655204
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        atl: Conceptualising IDLE Within Primary School English Language Teaching.
      aug:
        au:
          Sundqvist, Pia
          Sylvén, Liss Kerstin
        affil: University of Oslo, Oslo, Norway
      sug:
        subj:
          English as a Second Language Education
          Teaching Methods
          Online Education
          Self-Directed Learning
          Conceptual Framework
          Schools, Elementary
          Human
          Child, Preschool
          Culture
          Learning Environment
          Curriculum
          Schools, Secondary
          Teachers
          Mobile Applications
          Students, Elementary
          Self Report
          Questionnaires
          Parental Attitudes
          Scales
          Child, Preschool: 2-5 years
      ab: Background: Informal digital learning of English (IDLE) is one of many concepts used in a relatively new field of research. Conceptually, it is essential to situate IDLE in a broader theoretical frame. Thus, this paper discusses concepts and frameworks that have helped shape and move the field forward, including (a) language learning and teaching beyond the classroom (LLTBC); (b) Benson's definition of LLTBC focusing on four dimensions (location, formality, pedagogy, locus of control); (c) extramural English (EE); (d) online learning of English (OILE); and (e) the focal concept of the study, IDLE. Objectives: The aim of this conceptual study is to advance our understanding of IDLE within the context of primary school English language teaching (ELT) by examining IDLE as a concept in relation to young learners of English as a foreign/second language (L2 English) and to present an integrated conceptual framework. Methods: The focus is on learners in primary school, including the pre‐primary years (ages 2–11/12). The theoretical foundation is sociocultural and usage‐based theories and ecological and affordance perspectives. Results and Conclusions: The study argues that IDLE is an individual difference variable that must be considered in research measuring L2 learning or development. In addition to the proposed conceptual framework, the study points to avenues for future research, discusses challenges and opportunities associated with integrating IDLE into ELT in classroom settings and curricula, and suggests first steps for this type of integration. Lay Summary: Current knowledge ○Young learners commonly encounter English through digital media, and IDLE is positively linked to vocabulary, various abilities/skills and motivation, but conceptual and measurement gaps remain.What this paper adds ○It conceptualises IDLE as a multidimensional individual‐difference variable and provides an integrated framework, age‐sensitive measurement guidance and propositions for future research.Implications for practice/policy ○Researchers are encouraged to measure and control for IDLE in studies, and teachers/policymakers are to adopt equitable, age‐appropriate gap‐bridging practices that link informal digital English with curricula.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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