Taking the picture of informal digital learning of English (IDLE) ın a higher education Turkish EFL context

Abstract

Informal Digital Learning of English (IDLE) refers to individual’s learning endeavor occurring in out-ofclass environments in a naturalistic way independent from the requirements of a formal education program including assessment. Learners’ IDLE experiences in English as a Foreign Language (EFL) contexts are quite important to understand their motives, and the potential ways to improve such practices for enhanced language practice. This study aims to present IDLE practices of higher education Turkish EFL learners in detail and investigate the motivations of EFL learners considering their actual endeavors with digital language learning sources. For this purpose, a total of 115 students from an English Preparatory Program at a university in Turkiye took part in the study. Within a quantitative research design, the data were collected through a questionnaire developed for the purposes of the study based on rigorous research on IDLE literature to identify EFL learners’ IDLE practices, their motivations on using digital sources for language practice, potential difficulties regarding such practices, and the role of guidance. The results of descriptive statistics indicated that the majority of the participants spent their time on IDLE practices mostly for using social networking platforms, music and song platforms, translation sites, video sharing sites, and series and movies on specific network platforms. Findings also showed that teacher’s guidance had great importance on the participants’ IDLE practices and learners needed systematic guidance in the vast world of digital sources for effective language practice. What is more, some obstacles hindering EFL learners’ IDLE practices were identified such as the expenses related to digital sources (e.g. membership fees, internet costs, etc.) which echoed the reality of the digital divide. The findings of the study are quite important in understanding the need to use digital sources for learners’ informal learning practices. This study has certain implications and suggestions for language practitioners and teachers to foster IDLE practices.