{"title":"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","authors":"Maryam Barkati, Zhila Kiyanfar, Mostafa Azari Noughabi, Fatemeh Ershadi","doi":"10.1111/bjet.13547","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <div>\n \n <div>\n \n <h3>Practitioner notes</h3>\n <p>What is already known about this topic\n\n </p><ul>\n \n <li>Gritty language learners with high self-efficacy are more likely to master language skills inside and outside the classroom.</li>\n \n <li>Digital literacy can increase learners' tendency to learn English through digital platforms.</li>\n </ul>\n <p>What this paper adds\n\n </p><ul>\n \n <li>Digitally literate EFL learners with high levels of grit and self-efficacy practise IDLE activities.</li>\n \n <li>Digital literacy plays a more important role in IDLE compared to personality-related and cognitive factors.</li>\n </ul>\n <p>Implications for practice\n\n </p><ul>\n \n <li>EFL teachers are recommended to model using digital platforms for language learning in out-of-class digital settings.</li>\n \n <li>EFL teachers can increase EFL learners' grit and self-efficacy through interventions to enhance their engagement in IDLE-embedded activities.</li>\n </ul>\n </div>\n </div>\n </section>\n </div>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 5","pages":"2183-2201"},"PeriodicalIF":8.1000,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Contributions of self-efficacy, L2 grit and digital literacy to informal digital learning of English: A structural equation modelling approach\",\"authors\":\"Maryam Barkati, Zhila Kiyanfar, Mostafa Azari Noughabi, Fatemeh Ershadi\",\"doi\":\"10.1111/bjet.13547\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <div>\\n \\n <div>\\n \\n <h3>Practitioner notes</h3>\\n <p>What is already known about this topic\\n\\n </p><ul>\\n \\n <li>Gritty language learners with high self-efficacy are more likely to master language skills inside and outside the classroom.</li>\\n \\n <li>Digital literacy can increase learners' tendency to learn English through digital platforms.</li>\\n </ul>\\n <p>What this paper adds\\n\\n </p><ul>\\n \\n <li>Digitally literate EFL learners with high levels of grit and self-efficacy practise IDLE activities.</li>\\n \\n <li>Digital literacy plays a more important role in IDLE compared to personality-related and cognitive factors.</li>\\n </ul>\\n <p>Implications for practice\\n\\n </p><ul>\\n \\n <li>EFL teachers are recommended to model using digital platforms for language learning in out-of-class digital settings.</li>\\n \\n <li>EFL teachers can increase EFL learners' grit and self-efficacy through interventions to enhance their engagement in IDLE-embedded activities.</li>\\n </ul>\\n </div>\\n </div>\\n </section>\\n </div>\",\"PeriodicalId\":48315,\"journal\":{\"name\":\"British Journal of Educational Technology\",\"volume\":\"56 5\",\"pages\":\"2183-2201\"},\"PeriodicalIF\":8.1000,\"publicationDate\":\"2024-11-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13547\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13547","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Contributions of self-efficacy, L2 grit and digital literacy to informal digital learning of English: A structural equation modelling approach
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.
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.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
