The Mediating Roles of Resilience and Flow in Linking Basic Psychological Needs to Tertiary EFL Learners’ Engagement in the Informal Digital Learning of English: A Mixed-Methods Study

Behavioral Sciences, Год журнала: 2025, Номер 15(1), С. 85 - 85

Опубликована: Янв. 18, 2025

Resilience and flow are crucial in language education, yet most research focuses on formal learning environments, with limited studies their impact informal settings. This study explores the relationship between basic psychological needs engagement context of digital English (IDLE). Using a mixed-methods design, data were collected from 512 Chinese EFL learners. Structural equation modeling NVivo analysis applied to quantitative qualitative data, respectively. The findings reveal that resilience fully mediates engagement, serving as an adaptability enhancer, persistence promoter, stress buffer, self-efficacy builder, emotional regulation facilitator. Conversely, partially this relationship, though perceived competence does not significantly predict context. Building this, contributes intrinsic motivation driver, positive cycle creator, external pressure mitigator, efficiency enhancer. underscores important role IDLE among university students. By highlighting these mediating roles, provides valuable insights for enhancing effectiveness experiences, contributing broader discourse education age.

Язык: Английский

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Comparing classroom and digital settings: the role of basic psychological needs on EFL students’ IDLE engagement

ReCALL, Год журнала: 2025, Номер unknown, С. 1 - 18

Опубликована: Март 18, 2025

Abstract English as a foreign language (EFL) students are increasingly learning in extramural digital settings (informal of English; IDLE). Previous research has investigated the antecedents IDLE engagement, focusing on basic psychological needs (BPNs) classroom settings. However, little attention been given to role BPNs settings, where digital-native EFL often fulfil their needs. This study explores relationship between two core – competence and relatedness both engagement among 226 Kazakhstani university students. Hierarchical multiple regression analyses indicate that, , who perceive themselves more competent likely engage receptive productive IDLE. Also, higher sense in-class strengthens positive In IDLE, while alone does not directly lead A positively moderates links, amplifying connection These findings suggest that educators can enhance students’ by designing recommending activities foster community

Язык: Английский

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Exploring the nexus of informal digital learning of English and online self-regulated learning in EFL university contexts: Longitudinal insights

Computers in Human Behavior Reports, Год журнала: 2025, Номер 18, С. 100666 - 100666

Опубликована: Апрель 15, 2025

Язык: Английский

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Unpacking the predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of LOTE: Evidence from French and German learners in China

System, Год журнала: 2024, Номер unknown, С. 103504 - 103504

Опубликована: Сен. 1, 2024

Язык: Английский

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Exploring digital competence among Vietnamese EFL preservice teachers: the role of ICT self-efficacy, collegial collaboration, and infrastructural support

Journal of Digital Learning in Teacher Education, Год журнала: 2024, Номер 40(4), С. 217 - 237

Опубликована: Сен. 25, 2024

Язык: Английский

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Informal digital learning of English in teachers: development and validation of a scale

ReCALL, Год журнала: 2024, Номер unknown, С. 1 - 16

Опубликована: Окт. 28, 2024

Abstract Informal digital learning of English (IDLE) is a promising way that has received growing attention in recent years. It positive effects on as foreign language (EFL) learners and also creates valuable opportunities for EFL teachers to improve their teaching skills. However, there been lack valid reliable scale measure IDLE among contexts. To address this lacuna, study aims develop validate Iran. For purpose, nine-step rigorous validation procedure was undertaken: administering pilot interviews; creating the first item pool; running expert judgment; interviews think-aloud protocol; study; performing exploratory factor analysis, Cronbach’s alpha, confirmatory analysis; second conducting reviews; translation quality check. Findings yielded 41-item with six subscales: IDLE-enhanced benefits (12 items), practice (five support from others (nine authentic L2 experience (three resources cognition (four frequency device (eight items). The demonstrated satisfactory psychometric properties such it can be used research educational purposes future.

Язык: Английский

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How does technology interact with teachers’ knowledge resources? Developing and validating the EFL-TPACCxK

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Дек. 27, 2024

Язык: Английский

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