Contributions of self-efficacy, L2 grit and digital literacy to informal digital learning of English: A structural equation modelling approach

IF 8.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Educational Technology Pub Date : 2024-11-29 DOI:10.1111/bjet.13547

Maryam Barkati, Zhila Kiyanfar, Mostafa Azari Noughabi, Fatemeh Ershadi

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引用次数: 0

Abstract

Despite the proliferation of studies on computer-assisted language learning, scant research attention has been paid to informal digital learning of English (IDLE) and its antecedents. Therefore, the current study aimed to investigate whether Iranian EFL learners' L2 grit, digital literacy and self-efficacy contributed to their IDLE. A total of 313 EFL learners (96 males, 217 females), selected through snowball sampling, completed an electronic survey. Structural equation modelling (SEM) was employed to analyse the relationships between the main variables. The results of SEM analysis revealed that EFL learners' digital literacy, L2 grit and self-efficacy significantly influenced their engagement with IDLE activities. In addition, the findings revealed that digital literacy was the strongest predictor of EFL learners' IDLE. These findings highlight the significance of digital literacy skills coupled with positive personality-based and cognitive variables in forming learners' tendency to learning English in informal digital settings. The study implied that positive characteristics could enhance cognitive and psychological resources, leading to positive outcomes (ie, IDLE). Finally, implications were offered.

Practitioner notes

What is already known about this topic

Gritty language learners with high self-efficacy are more likely to master language skills inside and outside the classroom.
Digital literacy can increase learners' tendency to learn English through digital platforms.

What this paper adds

Digitally literate EFL learners with high levels of grit and self-efficacy practise IDLE activities.
Digital literacy plays a more important role in IDLE compared to personality-related and cognitive factors.

Implications for practice

EFL teachers are recommended to model using digital platforms for language learning in out-of-class digital settings.
EFL teachers can increase EFL learners' grit and self-efficacy through interventions to enhance their engagement in IDLE-embedded activities.

Abstract Image

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自我效能感、第二语言砂砾和数字素养对非正式数字英语学习的贡献：结构方程建模方法

尽管计算机辅助语言学习的研究越来越多，但对英语非正式数字学习（IDLE）及其前身的研究却很少。因此，本研究旨在探讨伊朗英语学习者的第二语言砂砾、数字素养和自我效能感是否有助于他们的IDLE。通过滚雪球抽样的方法，选取了313名英语学习者（96名男性，217名女性）完成了一项电子调查。采用结构方程模型（SEM）分析了各主要变量之间的关系。扫描电镜分析结果显示，英语学习者的数字素养、二语砂砾和自我效能感显著影响他们对IDLE活动的参与。此外，研究结果还显示，数字素养是英语学习者IDLE的最强预测因子。这些发现强调了数字素养技能与积极的基于个性和认知的变量在形成学习者在非正式数字环境中学习英语的倾向方面的重要性。研究表明，积极特质可以增强认知和心理资源，从而产生积极的结果（即IDLE）。最后，提出了几点启示。自我效能感高的有毅力的语言学习者更有可能在课堂内外掌握语言技能。数字素养可以增加学习者通过数字平台学习英语的倾向。具有高水平毅力和自我效能感的数字英语学习者练习IDLE活动。与人格相关因素和认知因素相比，数字素养在IDLE中起着更重要的作用。建议英语教师在课外数字环境中使用数字平台进行语言学习建模。英语教师可以通过干预来提高学习者的毅力和自我效能感，以提高他们对嵌入式英语学习活动的参与度。

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来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.