11 Why does IDLE make EFL learners gritty?
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Linlin Liu
Abstract
This study examines the role of IDLE (e.g., watching English-language films) in L2 enjoyment and whether L2 enjoyment, in turn, predicts grit. The data were collected through online questionnaires from 656 Chinese EFL university students. A follow-up, semi-structured interview also was conducted to enrich quantitative findings. The Structural Equation Model results show that L2 enjoyment in general mediated the relationship between IDLE and grit. The interview analysis also confirms that IDLE plays a positive role in enhancing L2 enjoyment (e.g., feeling more joyful and confident about learning and using English), which in turn positively influences grit (e.g., becoming more diligent in learning English). These findings suggest that IDLE is an essential factor for boosting enjoyment in learning English, and an approach that can potentially nurture grit in EFL learners in China or similar EFL contexts.
Abstract
This study examines the role of IDLE (e.g., watching English-language films) in L2 enjoyment and whether L2 enjoyment, in turn, predicts grit. The data were collected through online questionnaires from 656 Chinese EFL university students. A follow-up, semi-structured interview also was conducted to enrich quantitative findings. The Structural Equation Model results show that L2 enjoyment in general mediated the relationship between IDLE and grit. The interview analysis also confirms that IDLE plays a positive role in enhancing L2 enjoyment (e.g., feeling more joyful and confident about learning and using English), which in turn positively influences grit (e.g., becoming more diligent in learning English). These findings suggest that IDLE is an essential factor for boosting enjoyment in learning English, and an approach that can potentially nurture grit in EFL learners in China or similar EFL contexts.
Chapters in this book
- Frontmatter I
- Contents V
- Author biographies VII
- 1 Introduction to Language Learning and Leisure 1
-
Section 1: The nature of informal second language learning
- 2 Toward an anthropology of Informal Digital Learning of English (IDLE) 21
- 3 Does informal mean implicit? 43
- 4 Smart devices and informal language learning 69
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Section 2: Language outcomes
- 5 Informal second language learning and EFL learners’ spoken use of discourse markers 91
- 6 Influence of television series on pronunciation 121
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Section 3: Learner activities
- 7 Mapping space, leisure and informal language learning in the lives of international students in Australia 143
- 8 Learner perspectives on informal L2 vocabulary learning 159
- 9 Mediation in informal language learning activities outside of the classroom 185
- 10 Linguistic risk-taking and informal language learning in Canada and Austria 207
-
Section 4: Psychological dimensions
- 11 Why does IDLE make EFL learners gritty? 241
- 12 Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan 269
- 13 Learner profiles and ISLL trajectories 291
-
Section 5: Engagement
- 14 Behaviour, thoughts, and feelings 327
- 15 Learner engagement and learner change under lockdown 359
- 16 Engaging with L2 Netflix 379
- 17 Conclusion 409
- Index 425
Chapters in this book
- Frontmatter I
- Contents V
- Author biographies VII
- 1 Introduction to Language Learning and Leisure 1
-
Section 1: The nature of informal second language learning
- 2 Toward an anthropology of Informal Digital Learning of English (IDLE) 21
- 3 Does informal mean implicit? 43
- 4 Smart devices and informal language learning 69
-
Section 2: Language outcomes
- 5 Informal second language learning and EFL learners’ spoken use of discourse markers 91
- 6 Influence of television series on pronunciation 121
-
Section 3: Learner activities
- 7 Mapping space, leisure and informal language learning in the lives of international students in Australia 143
- 8 Learner perspectives on informal L2 vocabulary learning 159
- 9 Mediation in informal language learning activities outside of the classroom 185
- 10 Linguistic risk-taking and informal language learning in Canada and Austria 207
-
Section 4: Psychological dimensions
- 11 Why does IDLE make EFL learners gritty? 241
- 12 Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan 269
- 13 Learner profiles and ISLL trajectories 291
-
Section 5: Engagement
- 14 Behaviour, thoughts, and feelings 327
- 15 Learner engagement and learner change under lockdown 359
- 16 Engaging with L2 Netflix 379
- 17 Conclusion 409
- Index 425
