GenAI-Mediated Informal Digital Learning of English

Shelia, Anjarani and Tono, Suwartono (2024) GenAI-Mediated Informal Digital Learning of English. In: Current Academic Studies in Technology and Education 2024. ISRES Publishing. ISBN 978-625-6959-67-5

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Abstract

Students in this era who were raised with technology engage and communicate in a digital world. This phenomenon has significantly changed how students learn. In technology-enhanced language learning (TELL), a growing body of literature investigates the impact of leisure-oriented digital activities on language learning, such as digital comic writing, YouTube watching, online gaming, etc. Those activities are categorized as autonomous language learning utilizing technology (Lai, 2019), recreational language acquisition (Chik & Ho, 2017), and informal digital learning of English (Dressman & Lee, 2021). As opportunities for English language learning expand out-of-school digital environments, students are becoming increasingly involved in Informal Digital Learning of English (IDLE). It is defined as autonomous English learning activities implemented in informal digital settings, driven by individual interests, and performed autonomously without teacher guidance (Lee & Lee, 2021). Benson (2011) proposes four dimensions for IDLE practice: formality, location, pedagogy, and locus of control – the degree to which students have control over their own learning, such as self-directed or other-directed.

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