Exploring the nexus of informal digital learning of English and online self-regulated learning in EFL university contexts: Longitudinal insights

Recent findings have demonstrated that informal digital learning of English (IDLE) has a positive impact on the emotional and cognitive aspects of English as a Foreign Language (EFL) learners from cross-sectional perspectives. However, it is also imperative to investigate if these positive effects of ILDE are observable from longitudinal insights. To address this necessity, this study looks into the intersection of IDLE with online self-regulated learning (OSRL) over time in Iran. A cohort of 325 EFL university students, consisting of 124 males and 201 females, participated by completing the IDLE Scale and OSRL Scale at three six-month intervals. Findings from Structural Equation Modeling indicated a significant positive correlation between IDLE and OSRL at the three measured points, with a progressive increase observed from the initial to the subsequent assessments. These findings imply that IDLE, as an innovative educational approach, holds promise for enhancing second language acquisition in EFL contexts.