The Role of Informal Digital Learning of English and L2 Motivational Self System in Foreign Language Enjoyment

Autor/inn/en	Lee, Ju Seong; Lee, Kilryoung
Titel	The Role of Informal Digital Learning of English and L2 Motivational Self System in Foreign Language Enjoyment
Quelle	In: British Journal of Educational Technology, 52 (2021) 1, S.358-373 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Ju Seong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12955
Schlagwörter	Informal Education; Electronic Learning; Second Language Learning; English (Second Language); Learning Motivation; Learner Engagement; Computer Assisted Instruction; Middle School Students; High School Students; College Students; Foreign Countries; Predictor Variables; Psychological Patterns; Self Concept; Teacher Expectations of Students; South Korea + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Computer based training; Computerunterstützter Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Collegestudent; Ausland; Prädiktor; Selbstkonzept; Korea; Republik
Abstract	This interdisciplinary research examines how Informal Digital Learning of English (IDLE) and the L2 Motivational Self System (consisting of "the ideal L2 self" and "the ought-to L2 self") are linked with Foreign Language Enjoyment (FLE). Together, these are flourishing research areas in computer-assisted language learning, second language acquisition and positive psychology. Using a purposive sampling technique, three cohorts of English-as-a-foreign-language learners (N = 661) are surveyed in South Korea: middle school (n = 173), high school (n = 374) and university students (n = 114). Results of hierarchical regression analyses show that "IDLE" and "the ideal L2 self" are significantly predictive of all groups' FLE, while "the ought-to L2 self" predicts only middle school students' FLE. These results suggest that students' engagement in extramural digital activities and their motivational mindset (shaped through different socio-educational contexts) may have influenced their emotions in learning their target language. Informed by these results, teachers can help increase students' L2 learning enjoyment by supporting their language learning in out-of-class digital settings as well as promoting their ideal L2 self-images. Concurrently, teachers and parents can enhance younger learners' enjoyment of learning L2--especially in test-oriented Asian contexts--by setting higher L2 learning expectations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01