Informal Digital Learning of English: Research to Practice

191 Pages·2021·2.991 MB·English

by  Ju Seong Lee

INFORMAL DIGITAL LEARNING
OF ENGLISH
In today’s digital era, increasing numbers of youth around the world learn English
outside classrooms, frequently with the use of technology. This timely book
brings together research and theory on the increasingly common phenomenon
of Informal Digital Learning of English (IDLE) among students of all ages and
across a wide range of contexts globally. By examining the positive impact of
IDLE on students’ reading, writing, listening, and speaking abilities, as well as
the unique challenges that result, Lee synthesizes research in one accessible and
comprehensive volume in this rapidly developing domain.
This book addresses key concepts, including Computer Assisted Language
Learning, the impact on standardized assessment, and the role of classroom
learning. Lee offers empirically tested activities, pedagogical recommendations,
and lesson plans to engage ESL/EFL students. The research overview and practical
offerings make this an ideal text for courses in TESOL on online education,
language teaching online, digital learning, community and language, and applied
linguistics.
Ju Seong Lee is Assistant Professor of English Language Education at the
Education University of Hong Kong.

INFORMAL DIGITAL
LEARNING OF ENGLISH
Research to Practice
Ju Seong Lee
First published 2022
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2022 Taylor & Francis
The right of Ju Seong Lee to be identified as author of this work has
been asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other
means, now known or hereafter invented, including photocopying and
recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 9780367489083 (hbk)
ISBN: 9780367486259 (pbk)
ISBN: 9781003043454 (ebk)
DOI: 10.4324/9781003043454
Typeset in Bembo
by Apex CoVantage, LLC
This book is for my parents and my wife whom
I love and revere.

CONTENTS
List of Tables viii
List of Figures x
Author Biography xi
Acknowledgements xii
1 Introduction 1
2 Trends in Computer Assisted Language Learning 6
3 Informal Digital Learning of English 10
4 IDLE-related Concepts 26
5 IDLE and Language Learning Outcomes 36
6 IDLE in the Classroom 88
7 Preparing Teachers for Integrating IDLE Into
the Classroom 133
8 Conclusion 160
Index 173
TABLES
2.1 Stages of CALL (Chun, 2019, p. 1) 7
3.1 Benson’s (2011) four dimensions of language learning beyond
the classroom (Lee, 2019, p. 115) 14
3.2 Characteristics of IDLE and formal education of English 19
5.1 Modified timeline of research on emotions in SLA (Barcelos,
2015, p. 306) 37
5.2 Five emerging themes from qualitative data (Lee, 2019b, p. 699) 48
5.3 Speaking scoring rubrics 58
5.4 Eligibility for being CTLs and FASILs (Cole & Vanderplank,
2016, p. 35) 70
6.1 An example of in-class CALL 90
6.2 Measures of accuracy, fluency, and complexity 91
6.3 An example of extracurricular CALL 1 92
6.4 Three stages of “videoconference-embedded classrooms”
(Lee et al., 2018, p. 325) 92
6.5 An example of extracurricular CALL 2 93
6.6 Three stages of the CEP (Lee, 2019b, p. 92) 93
6.7 An example of extracurricular CALL 3 95
6.8 An example of weak extramural CALL 1 98
6.9 An example of weak extramural CALL 2 99
6.10 An example of strong extramural CALL 1 101
6.11 An example of strong extramural CALL 2 102
6.12 An example of strong extramural CALL 3 103
6.13 Measures of accuracy, fluency, and complexity (see also
Ellis & Barkhuizen, 2005, pp. 148–157) 104
Tables ix
6.14 Best and least-liked features of the busuu app (Rosell-Aguilar,
2018, p. 863) 112
6.15 Difference of characteristics between informal learning
through blogging and formal education in schools (Park et al.,
2011, p. 158) 117
7.1 Fifteen vocabulary learning strategies during MMORPGs
(Bytheway, 2015, pp. 514–517) 138
7.2 Activity log for IDLE 141
7.3 One-week intensive IDLE workshop schedule 144
7.4 Three-stage continuum IDLE model 144
7.5 An overview of CALL 145
7.6 Individual work and presentation 150