A latent profile analysis of Informal Digital Learning of English: Emotion regulation strategies as predictors and willingness to communicate as outcomes

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-05-13 DOI:10.1016/j.system.2025.103686

Shanshan Guo, Huijie Yao, Ju Seong Lee

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引用次数: 0

Abstract

While Informal Digital Learning of English (IDLE) is gaining research attention, few studies adopt a person-centered approach to capture its complexity. This study employed latent profile analysis (LPA) to explore receptive and productive IDLE patterns among Chinese undergraduate English as a Foreign Language (EFL) learners. Building on the Process Model of Emotion Regulation (PMER) and the Willingness to Communicate (WTC) model, the study examined how emotion regulation strategies (i.e., cognitive reappraisal and expressive suppression) predicted profile membership and how each profile was associated with learners’ WTC in digital and non-digital contexts. LPA of 829 IDLE participants (IDLErs) identified three profiles: Moderate IDLErs, Active IDLErs, and Passive IDLErs. Cognitive reappraisal significantly predicted learners’ profile membership in all three profiles, with more frequent use of this strategy linked to more active profiles. Expressive suppression significantly distinguished Passive IDLErs from Active IDLErs, with Passive IDLErs showing lower levels. However, it did not differentiate Moderate IDLErs from the other two groups. Active IDLErs reported the highest WTC in digital and non-digital contexts, followed by Moderate IDLErs, with Passive IDLErs exhibiting the lowest levels. Further implications were discussed regarding the potential of integrating ERS training into IDLE interventions to promote WTC across contexts.

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非正式数字英语学习的潜在特征分析：情绪调节策略作为预测因素和沟通意愿作为结果

虽然非正式数字英语学习（IDLE）越来越受到研究的关注，但很少有研究采用以人为本的方法来捕捉其复杂性。本研究采用潜在特征分析（LPA）探讨了中国大学生英语学习者的接受性和生产性闲置模式。本研究以情绪调节过程模型（PMER）和沟通意愿模型（WTC）为基础，研究了情绪调节策略（即认知重评和表达抑制）如何预测个人档案的隶属度，以及每个个人档案在数字和非数字环境下如何与学习者的沟通意愿相关联。829名IDLE参与者（idler）的LPA确定了三种类型：中度idler，主动idler和被动idler。认知再评估显著地预测了学习者在所有三种概况中的概况成员资格，更频繁地使用这种策略与更活跃的概况有关。被动IDLErs和主动IDLErs的表达抑制显著不同，被动IDLErs的表达抑制水平较低。然而，它不能区分中度idler和其他两组。在数字和非数字环境下，主动IDLErs报告的WTC最高，其次是中度IDLErs，被动IDLErs的WTC最低。讨论了将ERS培训纳入IDLE干预措施以促进跨背景的WTC的潜力的进一步影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.