Teaching English Language

Teaching English Language

A Model of Informal Digital Learning of English, Ideal L2 Self, Foreign Language Enjoyment, and Student Engagement in an EFL Context

Document Type : Original Article

Authors
1 English Department, Faculty of Literature & Humanities, Azarbaijan Shahid Madani University, Tabriz, Iran
2 Faculty of Language and Literature, Department of English and Linguistics, University of Kurdistan, Sanandaj, Iran
3 Imam Khomeini International University, Qazvin, Iran
10.22132/tel.2024.391918.1457
Abstract
Despite the growing importance of digital learning environments and motivational factors in language acquisition, there is a paucity of research exploring how these elements interact to influence student engagement, particularly in the context of Iranian EFL learners. Addressing this gap, the aim of this study was to examine the relationship between informal digital learning of English (IDLE), ideal L2 self, foreign language enjoyment (FLE), and student engagement among EFL learners using a structural model. The researchers conducted a mediation analysis to investigate whether FLE would mediate the effects of IDLE and ideal L2 self on student engagement. Data was collected from 378 Iranian EFL learners who completed four questionnaires related to the variables of interest. Structural equation modeling (SEM) was used to test the hypothesized relationships. Confirmatory factor analysis (CFA) was conducted to assess the fitness of the questionnaires and the structural model. Results indicated that ideal L2 self and FLE had a direct impact on student engagement, whereas IDLE influenced student engagement indirectly through FLE as a mediator. The findings suggest important implications for theory and practice, highlighting the significance of fostering a positive ideal L2 self and leveraging informal digital learning environments to enhance student engagement in EFL contexts.
Keywords

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Volume 19, Issue 1
January 2025
Pages 295-352

  • Receive Date 04 April 2023
  • Revise Date 20 August 2024
  • Accept Date 03 October 2024