Investigating the association of informal digital learning of English with EFL learners' intercultural competence and willingness to communicate: a SEM study

Abstract

Informal Digital Learning of English (IDLE), such as watching online videos, playing games, or chatting with English speakers beyond the classroom, has received increasing attention over recent years as a potential source of intercultural competence (IC) and second language willingness to communicate (L2 WTC) development among English as a Foreign Language (EFL) learners. However, little is known about how IDLE influences IC and L2 WTC among EFL learners, who face various challenges and opportunities in learning and using English in Iran. Thus, this research examined the relationship between IDLE and IC and L2 WTC in Iranian EFL learners. For this purpose, the study was conducted with the participation of 325 EFL learners from a language institute in Arak City, Iran, who were selected using convenience sampling. The participants completed the Digital Informal Learning Scale, the Intercultural Competence Scale, and the Willingness to Communicate Questionnaire. The results of the structural equation modeling revealed that IDLE had a significant positive association with both IC and L2 WTC. Further, the results indicated that IDLE dimensions, such as cognitive, meta-cognitive, social, and motivational aspects were significantly related to IC and L2 WTC. The findings approve that promoting IDLE among Iranian EFL learners could enhance their intercultural awareness and communication skills.

Keywords: EFL learners; Informal Digital Learning of English; Intercultural competence; SEM; Second language willingness to communicate.