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While recent years have witnessed increasing attention to technology-enhanced language learning, investigation regarding how technologies facilitate digital storytelling outcomes among middle school students in English-as-a-foreign-language contexts remains insufficiently explored. Studies concerning the effects of different presentation modes such as anthropomorphized robots versus PowerPoint on digital storytelling outcomes have been insufficient, and specific probes into affective domains such as emotion, grit, and perceptions have been even scarcer. The interplay between these issues, therefore, has yet to be validated. This mixed-methods study, accordingly, addresses these concerns by examining not only the relationship among digital storytelling outcomes, emotions, and grit in different presentation modes (Robot vs. PowerPoint), but also student perceptions. Focusing on 52 ninth-grade middle school students from a middle school in central Taiwan, the results from diverse data sources (pre-/post-tests, an questionnaire about emotions, a grit survey, a perception survey, and reflective journals) identified the benefits of both presentation modes. Nonetheless, the robot-assisted mode was more advantageous in making the learners grittier and led to higher storytelling outcomes as well as more positive affect. Storytelling outcomes were strongly and positively correlated with grit, including perseverance of effort and consistency in interests. Nonetheless, perseverance of effort was the best predictor of storytelling outcomes in the experimental group, suggesting higher perseverance of effort for better storytelling outcomes. In terms of student perceptions, the robot-assisted group using Kebbi Air was more positive about the overall learning experience, as demonstrated by higher responses to motivation, effectiveness, engagement, and satisfaction.

This study explores the relationship between the L2 Motivational Self System--namely, the ideal L2 self and the ought-to L2 self--and L2 Willingness to Communicate (L2 WTC) in the classroom (a typical place for English communication among EFL learners) and in the extramural digital setting (an emerging English communication channel increasingly used by young EFL learners). To this end, 417 Chinese EFL middle school students (ages 12 to 14) participated in the study. After controlling for demographic factors hierarchical multiple regression results showed that the ideal L2 self significantly predicted L2 WTC both in the classroom and in an extramural digital setting. Interview data (n = 4) also elaborated that students attempted to lessen the discrepancy between their current L2 self (e.g., EFL learners) and ideal L2 self-images (e.g., discussing the professional National Basketball Association in an American radio program) by becoming more willing to communicate in both communication environments. In addition to new research directions, these results offer pedagogical implications that the ideal L2 self can facilitate L2 communication orientation in in-class and out-of-class digital environments, both of which are typically venues for L2 communication among today's young EFL learners.

Purpose: This study (1) used a person-centered approach to identify specific subgroups of 1,265 EFL learners who participated in Informal Digital Learning of English (IDLE) activities, and (2) looked at how different IDLE profiles are related to important affective variables. Design/Methodology: To identify IDLE profiles, we used cluster analysis. Findings: The L2 motivation, L2 enjoyment, L2 anxiety, and grit levels of the IDLErs with distinct profiles differed significantly. When compared to Profiles 1 (Minimal IDLErs: 33%), 2 (Gaming-Entertainment IDLErs: 16%), and 3 (Entertainment IDLErs: 30%), both Profile 4 (Maximal IDLErs: 11%) and Profile 5 (Entertainment-socializing IDLErs: 10%) demonstrated significantly higher scores on Ideal L2 self, L2 enjoyment-self, L2 enjoyment-others, L2 communication anxiety-offline, and Grit. Profiles 4 and 5 made full use of out-of-school digital environment, which provided several affective benefits for EFL learners. Originality/value: Methodologically, the analytical and statistical approach could help to move informal language learning research one step closer to being more person-centered. In practice, the various IDLE profiles identified in this study may be of interest to EFL teachers in order to better understand their students' IDLE activities outside of school and to inform classroom teaching and learning.

This study examined Korean (n = 143) and Taiwanese (n = 261) EFL students' willingness to communicate in a second language (L2 WTC) in in-class, out-of-class, and digital settings. Follow-up interviews (n = 20) were also conducted to identify factors that might have influenced their L2 WTC. Results showed that Korean and Taiwanese participants scored lowest on L2 WTC inside the classroom. The qualitative data suggest that L2 speaking anxiety might have equally influenced both groups' L2 WTC. Additionally, while Korean students scored higher on L2 WTC outside the classroom than Taiwanese students, the Taiwanese scored higher on L2 WTC in digital settings than did the Koreans. The qualitative data revealed that these discrepancies might have been influenced by English environment and teaching practice. These findings suggest that East Asian learners of English as a foreign language (EFL) can become more willing to communicate when sufficient opportunities for English use are provided through instructional and institutional support.

The author investigates what challenges four international students (Vietnamese, Filipino, Brazilian, and Chinese) faced and how they coped with these dilemmas in a Japanese language program during the first semester in 2014. Multiple apparatuses (e.g., field notes, face-to-face oral interviews, focal group conversations, and semi-structured written interviews) were employed to triangulate the data. The findings show four major challenges: Personal psychological issues, general living issues, sociocultural issues, and Japanese language issues. Additionally, supporting group, positive attitude, interaction with Japanese friends, financial assistance, and useful learning strategies are identified as coping strategies. The results will provide implications for international students as well as language instructors and program coordinators in a higher education institution to better assist the international students.

Contemporary young students in Asia and in the Nordic region are increasingly learning English outside the classroom by using technology (a.k.a. Informal Digital Learning of English [IDLE]). This comparative study examines to what extent "IDLE" influences Korean and Swedish students' "willingness to communicate in a second language (L2 WTC)," a critical antecedent affecting actual L2 communication behaviour. After having achieved a cross-cultural equivalence of the research instrument, Korean (n = 388) and Swedish (n = 144) secondary school students were surveyed. Results of hierarchical regression analyses show that "Frequency of IDLE" (the total amount of IDLE activities) predicts both cohorts' L2 WTC, while "Receptive IDLE activity" (consuming English content) and "Productive IDLE activity" (producing English content) are predictors for only Koreans' L2 WTC. Results suggest that Korean and Swedish students tend to more frequently initiate English communication when engaging in IDLE activities. Results also suggest how Receptive and Productive IDLE activities could uniquely facilitate the L2 communication behaviour of Korean EFL learners, who learn English in a linguistically and culturally homogeneous society. Apart from context-specific pedagogical implications, this study could provide insights for L2 learners worldwide who have been learning language remotely with minimal supervision.

Informal Digital Learning of English (IDLE) is a global phenomenon that represents one of the greatest advances for autonomous language learning outside the classroom in the past few decades. The power of IDLE lies in its capacity to compensate for inherent problems in language learning in classrooms, due to the "authenticity" of input via social media; nurturance of "learner autonomy"; 24/7, "open availability" of resources to learners; and the "wide variety" of materials available to learners, offering relevant and engaging content to every student. Most important, we note the extent to which students in our research said that IDLE did not replace but rather "complemented and extended" their classroom experiences of learning. We discuss some possible challenges of adapting IDLE for classrooms and suggest three proven uses of media within classroom curriculum: (1) vlogging and podcasting; (2) uses of YouTube; and (3) becoming an ethnographer of IDLE with students. In conclusion, we note that IDLE has become a principal approach to the development of vocabulary and fluency in English by young learners across the globe, apart from formal education policy and practice, and that ignoring its potential within the classroom risks the vital role that classrooms play in developing English language competence.

Although there have been several comparative studies of willingness to communicate in a first language (L1 WTC), there is a dearth of comparative research on L2 WTC, especially between groups with distinct cultural and educational backgrounds. This study synthesises the L2 motivational self system (ideal L2 self and ought-to L2 self) and attitudes toward English accents to see how they are linked with L2 WTC between Korean (n = 382) and Swedish (n = 144) secondary students (aged 16-19 years) using a cross-culturally valid and reliable instrument. After controlling for demographic factors, hierarchical regression analyses were conducted separately in two samples. Results revealed that "ideal L2 self," "ought-to L2 self," and "attitudes toward English accents" were significantly predictive of Koreans' L2 WTC, while only "ideal L2 self" predicted Swedish' L2 WTC. It suggests that Korean and Swedish students, who hold vivid ideal L2 self-images, tend to initiate English communication in the classroom. However, Korean students, who study English to meet others' expectations and hold positive attitudes toward diverse English accents (including their own), are likely to initiate communication in English. These results inform context-specific pedagogical implications, and suggest novel future research directions.

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.

Based on Fredrickson's (2001) broaden-and-build theory, this study investigates how Foreign Language Enjoyment (FLE; consisting of teacher appreciation, personal enjoyment, and social enjoyment) mediates the relationship between Informal Digital Learning of English (IDLE) and EFL secondary students' willingness to communicate in a second language (L2 WTC) inside and outside the classroom. We collected survey data from 308 EFL Hong Kong secondary students who lacked any international experience (ages 12–18). After controlling for demographic data, the results show that teacher appreciation, personal enjoyment, and social enjoyment all mediate the relationship between IDLE and L2 WTC inside the classroom, while personal and social enjoyment mediate the link outside the classroom. A closer look reveals that personal enjoyment, rather than social enjoyment or teacher appreciation, plays a larger role in mediating the relationship. Practically, these findings shed light on the underlying mechanisms by which IDLE and different aspects of FLE can potentially improve the L2 WTC of Asian EFL learners who primarily learn and practice English in the classroom. These findings have implications for future interventions aimed at enhancing L2 WTC by increasing L2 enjoyment in EFL learners. [ABSTRACT FROM AUTHOR]

This quantitative study examines whether and to what extent affective factors (i.e. motivation, self-confidence, risk-taking, L2 speaking anxiety, and grit) and virtual intercultural experiences are linked to willingness to communicate in a second language (L2 WTC) in in-class, out-of-class, and digital settings. Participants included 176 Korean undergraduate and graduate students of English as a foreign language (EFL). After adjusting for demographic factors, hierarchical regression analyses revealed three major results: first, those with higher levels of L2 motivation and grit as well as a lower level of L2 speaking anxiety had higher L2 WTC inside the classroom. Second, students who majored in English and had higher levels of L2 self-confidence and risk-taking had higher L2 WTC outside the classroom. Third, individuals who were younger, had a higher level of L2 self-confidence and engaged more frequently in virtual intercultural experiences had higher L2 WTC in digital settings. Results suggest that demographic and affective variables as well as involvement in virtual intercultural activities play distinct roles in influencing EFL students' WTC in three different L2 communication contexts. Based on these findings, this study provides pedagogical suggestions for L2 practitioners.

This study investigated the role of the L2 motivational self system on L2 willingness to communicate (L2 WTC) by Korean EFL university and secondary students. Drawing on a purposive sampling technique and an explanatory sequential mixed methods design, quantitative data (105 university and 112 high school students) were first collected and analyzed. Then, qualitative data (one focus group discussion with nine participants and five in-depth individual interviews) were collected and analyzed to further explain quantitative findings. Results showed that high school students, who exhibited stronger "ideal L2 self" and "ought-to L2 self," had a higher level of L2 WTC inside and outside the classroom. In contrast, university students, who exhibited a stronger sense of "ideal L2 self," had a higher level of L2 WTC in both communicative settings. While high-stakes English tests still seem to shape EFL secondary students' motivational mindset ("ought-to L2 self"), this study also suggests that pedagogical supports, such as offering performance-based English tasks, cultivating one's ideal L2 self image, and encouraging production-oriented English activities in out-of-class digital environments, could enhance contemporary students' L2 WTC in test-oriented EFL countries.

This exploratory study examined the potential connections between informal digital learning of English (IDLE), strategic competence for cross-cultural communication and perception of varieties of English. A total of 266 Korean EFL university students, who had no overseas experience, filled in a questionnaire survey. Follow-up semi-structured interviews were also carried out to complement the quantitative data. Results of structural equation modelling showed that perception of varieties of English mediated the relationship between IDLE and strategic competence for cross-cultural communication. The qualitative data also confirmed that EFL students without overseas experience tended to adopt more effective cross-cultural communication strategies when their perception of different varieties of English became more positive through their engagement in IDLE activities. These results can offer pedagogical insights into how ELT researchers and teachers can better prepare contemporary English learners for cross-cultural interactions in multicultural environments, whether in digital or face-to-face milieus.

This study introduces a new scale of willingness to communicate in a second language (L2 WTC) in digital and non-digital EFL contexts. The psychometric testing of the revised L2 WTC (L2 WTC-R) was undertaken with 114 Indonesian EFL students by means of exploratory factor analysis (EFA). The results yielded an 11-item scale composed of three factors ("L2 WTC inside the classroom," "L2 WTC outside the classroom," and "L2 WTC in the context of informal digital learning of English [IDLE]"), with strong reliability and validity evidences. Confirmatory Factor Analysis was subsequently administered for a new sample (215 Indonesian EFL students), confirming the three-factor model that emerged from EFA. These results not only validate the existing L2 WTC scale but also expand its scale into digital settings, which will enable future research to consider another domain of L2 WTC (the IDLE context). From a real-world perspective, this can serve as a useful instrument for practitioners to gauge and foster L2 WTC levels in digital and non-digital contexts.

This study investigated the relationship among informal digital learning of English (IDLE) practice, a high-stakes English test, English productive skills, and perceptions of English as an international language (EIL). Eighty-nine English as a foreign language (EFL) undergraduate students across three South Korean cities participated in the study. The participants submitted their scores in the Test of English for International Communication (TOEIC, South Korea's most popular high-stakes English test), took English speaking and productive vocabulary-level tests, and completed surveys that measured the frequency of their IDLE activities and EIL perceptions. Results of the hierarchical multiple regression analyses showed that IDLE practice and TOEIC scores were significant predictors of EIL perceptions. The structural equation modelling analysis further revealed that IDLE practice partially mediated the relationship between TOEIC scores and EIL perceptions. This indicates that students with higher TOEIC scores tended to practise IDLE activities more frequently, which enabled them to experience diverse accents and users of English and, in turn, help increase their EIL perceptions. It also suggests that more proficient EFL speakers may not necessarily become competent EIL users. These findings are discussed with consideration of South Korea's socio-educational contexts, followed by pedagogical implications for English language educators and test developers.

While previous interventional studies on English as an international language (EIL) have focused on the role of teachers, recent studies have begun viewing how students engage autonomously in informal digital learning of English (IDLE) activities that are associated with their perception of English varieties and cross-cultural communication strategies. This mixed-method study examined the empirical relationship between IDLE and these two aspects of EIL involving 324 Indonesian EFL students. Results showed that receptive IDLE activity (e.g. watching English content) significantly predicted positive perception of English varieties, whereas quantity (frequency) of IDLE and productive IDLE activity (e.g. communicating with English users) significantly predicted the development of cross-cultural communication strategies. This study sheds light on the emerging phenomenon of how contemporary EFL students are exposed to and interact with diverse forms, accents, and users of English in a range of IDLE environments, along with the pedagogical implications for ELT.

This exploratory study aimed to identify a model that explains the relationship between Informal Digital Learning of English (IDLE) practice and English as an International Language (EIL) perception. The hypothesized model--"students' engagement in IDLE practice will be significantly and positively related to their perception of EIL"--was tested using a survey with 317 Korean EFL (English as a Foreign Language) university students. The results of Structural Equation Modeling showed a strong, significant and positive relationship between IDLE activities in which EFL learners engage and their EIL perception. Practically, these findings help broaden the scope of conventional EIL intervention beyond the classroom as a complementary EIL pedagogical model. From a theoretical perspective, this study represents a conceptual advance in our understanding of IDLE by adding a new insight to the current literature. This study also makes a contribution toward bridging an interdisciplinary divide between EIL and IDLE.

This study investigated to what extent quantity (frequency/amount of time) and quality (diversity) of informal digital learning of English (IDLE) activities was conducive to second language (L2) vocabulary outcomes. Data (n = 77) were gathered quantitatively and qualitatively through a questionnaire, English vocabulary tests (ie, measuring receptive and productive vocabulary knowledge), and a semistructured interview from three universities in an English as a foreign language Korean context. Contrary to earlier findings, this study found that quantity of IDLE was not related to vocabulary scores. It revealed that the quality of IDLE was significantly, positively associated with vocabulary outcomes. These results lead us to the conclusion that the frequent practice of IDLE activities may not automatically guarantee successful L2 vocabulary gains. Rather, engagement with varied types of IDLE activities that combines both form- and meaning-focused language learning is essential for achieving L2 vocabulary acquisition.

While research on informal digital learning of English (IDLE) increases in the fields of teaching English to speakers of other languages and computer-assisted language learning, few studies have examined the relationship between quantity and diversity of IDLE practices and different language learning outcomes. To address this gap, data were collected through one questionnaire, six English learning outcomes, and a semi-structured interview from 71 Korean English-as-a-foreign-language (EFL) university students. Hierarchical linear regression analyses showed that IDLE Quantity, Age, and Major were significant predictors of two affective variables (Confidence and Enjoyment), while IDLE Diversity and Major were significantly predictive of productive language outcomes (Speaking and Productive Vocabulary Knowledge), scores in a standardized English test (TOEIC), and one affective variable (Lack of Anxiety). These results revealed how IDLE quantity and diversity can make a unique contribution to EFL learners' English outcomes.

This study examined perceptions of English as an International Language (EIL) by Korean English-major and non-English-major students. It also investigated factors that influenced their perceptions. The EIL Perception Scale was employed to assess two dimensions of EIL (i.e. varieties of English [VE] and strategies for multilingual/multicultural communication [SMC]) between English majors (N = 206) and non-majors (N = 172) in three separate regions of South Korea. Follow-up interviews were administered to 20 English and 20 non-English-major students for the purpose of delving into factors that might have influenced the differences in their EIL perceptions. Results showed that English majors held more positive perceptions toward both VE and SMC than did their non-English-major counterparts. It was also found that the differences in their EIL perceptions were mainly influenced by a teacher-structured EIL pedagogy and student-directed EIL experience in various informal digital learning of English (IDLE) environments. These results suggest that the EIL experience that occurs in a formal language classroom setting can positively influence students' EIL perceptions. Further, students' engagement in IDLE activities -- in which EIL teachers' instructional intervention is absent -- may also have a significant impact on their EIL perceptions.

Preservice English teachers' perceptions about English as an international language (EIL) have not been adequately examined in different cross-cultural contexts. To fill that void, a total of 590 preservice English teachers from Indonesia (n = 344) and South Korea (n = 246) completed an EIL perception questionnaire. Subsequently, an independent samples t-test was conducted to examine differences between Indonesian and Korean preservice teachers with regard to their EIL perceptions. Three major findings were identified: first, Indonesian preservice teachers reported a higher level of perceived capacity to employ effective cross-cultural communicative strategies in comparison to their Korean counterparts. Second, although Korean preservice teachers acknowledged the existence of non-native varieties of English, they seemed hesitant to include non-native English accents in ELT listening materials. Intriguingly, the same phenomenon was not observed with the Indonesian group. Third, Indonesian preservice teachers were perceived to have a higher degree of ownership over their own English accents in contrast to the Korean group. These results are discussed with consideration of geographic, sociocultural and educational contexts of both countries that might have influenced shaping preservice English teachers' language perceptions. Lastly, three pedagogical suggestions (i.e. "Exposure and Critical Reflection," "EIL Pedagogy Implementation," and "Reality Check") will be offered.

This study examined factors that might have affected EFL learners' willingness to communicate (WTC) in the extramural digital (ED) environment, a rapidly emerging L2 communication context. The investigator conducted a semi-structured interview with 98 EFL students from three Korean universities. Drawing on grounded theory, "socio-political" (Korea's K-12 instruction), "contextual" (familiarity with interlocutors and communities), and "individual" variables (L2 self-confidence and anxiety) emerged as major sources of influence on participants' L2 WTC. Additionally, these sub-variables appeared to interact simultaneously during L2 communication in the ED context. This study contributes to further advancing our understanding of L2 WTC in a CALL environment. It also offers pedagogical insights into how L2 teachers can facilitate EFL learners' WTC in a range of extramural digital environments where their L2 WTC is very different from face-to-face classroom and extracurricular digital settings.

This study examined the under-researched relationship between informal digital learning of English (IDLE) activities (receptive IDLE activities and productive IDLE activities), affective variables (grit, motivation, self-confidence and second language speaking anxiety) and willingness to communicate in a second language. Data (N = 183) were collected through a questionnaire from one state university in an English-as-a-foreign-language Indonesian context. The results showed that students' willingness to communicate correlated significantly with all of the IDLE activities and affective variables. However, only productive IDLE activities, grit, self-confidence, and motivation were identified as the significant predictors of students' willingness to communicate. Findings suggest that students' IDLE engagement and affective states play a significant role in a second language communication. In particular, pedagogical benefits of affective variables (e.g., grit, self-confidence, and motivation) and productive IDLE activities should be emphasised to facilitate students' willingness to communicate in a second language. These results will broaden current knowledge of IDLE and second language communication behaviour, which can contribute to bridging the interdisciplinary gap between computer assisted language learning, second language acquisition, and psychology.

This mixed-methods study investigates whether and to what extent positive psychology constructs (classroom enjoyment, grit, and growth mindset) and Extramural English predict primary school students' willingness to communicate in a second language (L2 WTC) both in the classroom (a fictitious but common setting for English communication among English as an Foreign Language [EFL] students) and outside the classroom (a natural and increasingly prevalent environment for EFL communication). We collect and analyze survey data from 160 EFL primary school students in Hong Kong (ages 6–13 years old). Hierarchical regression analyses reveal that L2 WTC in the classroom is predicted by classroom enjoyment, grit, and Extramural English. A slightly different picture emerges outside of the classroom, with grit, growth mindset, and Extramural English predicting L2 WTC. Semi-structured interviews (N = 8) confirm and elaborate on the quantitative findings. Our findings suggest that through grit- and Extramural English-integrated intervention programmes, EFL teachers can improve young learners' L2 WTC both inside and outside the classroom. Furthermore, teachers can improve young learners' L2 WTC in the classroom by creating a positive learning environment, while also improving their L2 WTC outside of the classroom by cultivating their growth mindset system. [ABSTRACT FROM AUTHOR]

This study used an idiodynamic method to investigate fluctuations in the level of willingness to communicate in a second language (L2 WTC) in an online class. Seven EFL university students took part in four online class sessions (each lasting 20 min). They rated their L2 WTC after each session while watching a video recording of their performance. Following that, stimulated recalls and semi-structured interviews were used to identify factors influencing moment-to-moment changes in their L2 WTC. The findings indicate that EFL learners' levels of L2 WTC are highly dynamic as a result of the combined influences of various trait-like (e.g. openness to a new online learning experience) and state-like factors (e.g. technical issues) factors during their participation in an online class. In practice, these findings indicate that L2 teachers can continue to play an important role in increasing students' active participation in an online classroom by creating a positive learning environment through affective, technical, and pedagogical supports. This study demonstrates, methodologically, that an idiodynamic method is a useful analytical approach for comprehending the fluid and dynamic nature of L2 WTC in an online classroom—an emerging L2 learning environment. [ABSTRACT FROM AUTHOR]

AbstractEFL students are increasingly engaging in self-directed English learning in extramural digital settings (Informal Digital Learning of English; IDLE). However, effective strategies for boosting IDLE engagement are largely unexplored. The Basic Psychological Needs (BPNs) theory, a fundamental element of the Self-Determination Theory, proposes that fulfilling three core needs—autonomy, competence, and relatedness—is crucial for human well-being and optimal functioning. Hence, this study aims to investigate the potential connection between in-class BPNs and receptive (consuming content) and productive (producing content) IDLE activities. Data from 472 Kazakhstani EFL students across seven universities were analyzed using structural equation modeling. Our findings showed that students with higher overall BPNs engaged more in IDLE activities, particularly those with higher competence in both receptive and productive IDLE, and those with higher autonomy in productive IDLE. Surprisingly, relatedness was not a significant factor in IDLE. Our study offers the first empirical evidence demonstrating a positive link between BPNs and IDLE engagement. Pedagogically, educators can develop strategies aligned with students’ BPNs to enhance their IDLE engagement. [ABSTRACT FROM AUTHOR]

This mixed-methods study aims to examine the mediating role of attitude toward English varieties in the relationship between Informal Digital Learning of English (IDLE) and perceptions of using English as an International Language (EIL) materials in pre-service English teachers. We collected and analyzed survey data from 434 Indonesian EFL pre-service teachers, using the Jamovi programme. Survey results showed that both receptive and productive IDLE activities had a significant impact on attitudes toward different forms of English, which in turn had a significant impact on views of using EIL resources. Individual interviews (n = 10) and stimulated recalls (n = 7) revealed that participation in IDLE activities (e.g. watching YouTube videos with different English accents and users) aided in maintaining a more positive attitude toward different varieties of English. As a result, pre-service EFL teachers became more open to using EIL materials, such as listening materials that employ different English accents. This study suggests that IDLE is an important factor in developing positive attitudes toward English varieties, an approach that may enable today's pre-service EFL teachers to become more open toward and tolerant of integrating EIL pedagogy into practice. [ABSTRACT FROM AUTHOR]

Despite the accumulated body of research on teaching English as an international language (EIL), few have offered a detailed overview of how to implement an EIL classroom, and still fewer empirical studies have been conducted. Twenty-one university students at a Japanese university participated in the study in the spring semester of 2015. The videoconference-embedded classroom (VEC) as an instructional intervention was implemented for 14 weeks: (1) pre-videoconference task (i.e. reading and presenting/discussing EIL issues) (11 weeks), (2) during-videoconference task (i.e. interacting online with EIL experts from three circle countries) (2 weeks), and (3) post-videoconference task (i.e. writing/presenting the final term paper on EIL issues) (1 week). Using a mixed research method consisting of a questionnaire, post-course class evaluations in spring 2014 (without VEC) and spring 2015 (with VEC), and in-class observations, VEC was found to have important pedagogical benefits as it created an interactive learning environment and deepened the understanding of the EIL content. Additionally, 81% of the participants had positive perceptions of EIL. Pedagogically, practitioners can implement EIL ideas using VEC pedagogy at the instructional level. Theoretically, it can also add new empirical findings to the field, which may help bridge a discrepancy between theory and practice.

This study investigated Taiwanese and Korean students' perceptions of four aspects of English as an International Language (EIL): Current Status of English (CSE), Varieties of English (VE), Strategies for Multilingual/Multicultural Communication (SMC), and English Speakers' Identity (ESI). The authors surveyed a total of 246 non-English majors at one university (N = 105) in Taiwan and at two universities (N = 141) in South Korea. Three major findings were identified in this study: first, these contemporary Far Eastern EFL students positively endorse general concepts of EIL. Second, both groups perceive their English ownership in a similar, positive manner in contrast to their own local varieties such as Taiwanese English and Korean English. Third, English listening materials that include non-native English-speaking (NNES) accents, and interaction between NNESs seem to be less accepted by Korean students than is the case for Taiwanese students. Along with practical suggestions, this study will add new knowledge to the current EIL literature and expand our understanding of this issue across different contexts.