ArticleBehavioral sciences (Basel, Switzerland)2025
The Impact of Informal Digital Learning of English (IDLE) on EFL Learners' Engagement: Mediating Roles of Flow, Online Self-Efficacy, and Behavioral Intention.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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Who cites it
4 citing papers in PubMed.
- A Latent Profile Analysis of Emotions in AI-Mediated IDLE: Associations with Emotion Regulation Strategies and Perceived AI Affordances.Behavioral sciences (Basel, Switzerland) · 2026Article
- Digital Natives' Intentions Toward Informal Digital English Learning: The Roles of Desire, Engagement, and Online Learning Self-Efficacy.Journal of Intelligence · 2026Article
- The relationship between college students' English learning enjoyment, anxiety, and engagement: the mediating role of grit and the moderating role of flow.Frontiers in psychology · 2026Article
- The relationship between digital literacy and mental health resilience among college students-based on the mediating role of digital learning.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
4 authors.
Funding
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Abstract
In the evolving landscape of online language learning, informal digital learning of English (IDLE) plays a crucial role, particularly among English as a foreign language (EFL) learners. Previous research has investigated the direct impact of IDLE on EFL learners' engagement. However, little attention has been given to the underlying mechanisms that drive this relationship. To address the gap, this study examined the mediating roles of flow, online self-efficacy, and behavioral intention in the relationship between IDLE and EFL learners' engagement, with survey data collected from 1194 Chinese EFL learners. Findings reveal that flow, online self-efficacy, and behavioral intention serve as key mediators between IDLE and EFL learners' engagement in the digital setting. These results offer deeper insights into how informal digital learning influences EFL learners' engagement in digital contexts, providing valuable implications for both educational theory and digital learning practices.
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Registered trials
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