Influencing and moderating variables in informal digital learning of English through a structural equation model

Abstract

With the rapid development of information technologies, informal digital learning of English has emerged as an innovative computer-assisted language learning method. This study aims to examine the variables influencing informal digital English learning through a structural equation model since no studies have been devoted to this topic. Through data collected from a comprehensive questionnaire (n = 1047) and the structural equation model through AMOS 24.0, this study concludes: (1) The informal digital English learning activities, learners’ grit, self-confidence, feedback handling skills, and interest enhancement positively and significantly predict willingness to communicate in informal digital English learning contexts significant at p = 0.05; (2) Willingness to communicate negatively and significantly predicts vocabulary knowledge scores in informal digital English learning contexts at p = 0.05; (3) Gender, age, and major significantly moderate the relationships between constructs in informal digital English learning contexts at p = 0.05, which is considered to have filled a research gap in informal digital English learning contexts. Future research directions are suggested.

Keywords:

• Influencing variables
• moderating variables
• informal digital learning of English
• structural equation model

Acknowledgement

The author would like to extend sincere gratitude to anonymous reviewers and the fund: Key Research and Application Project of the Key Laboratory of Key Technologies for Localization Language Services of the State Administration of Press and Publication, “Research on Localization and Intelligent Language Education Technology for the ‘Belt and Road Initiative” (Project Number: CSLS 20230012), and Special fund of Beijing Co-construction Project- Research and reform of the “Undergraduate Teaching Reform and Innovation Project” of Beijing higher education in 2020-innovative “multilingual +” excellent talent training system (202010032003).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are openly available in https://osf.io/kx4g7/?view_only=d5f62de9309c495d8a2d0df986f8d4d8

Additional information

Notes on contributors

Song Yang

Song Yang, Lecturer and Ph.D. in Department of Foreign Languages of School of Law and Humanities, China University of Mining and Technology-Beijing, China, 100083, has already published over 6 academic papers in distinguished journals based on rich teaching and research experiences. His research interest includes educational technologies, applied cognitive linguistics, and second language acquisition.

Wei Xu

Wei Xu is an Associate Professor of Applied Linguistics at the Faculty of Humanities and Social Sciences, City University of Macau,Taipa, Macau, 999078, and the programs coordinator for Bachelor of Arts in English and Bachelor of Arts in Applied Linguistics. His research interests include second language acquisition, foreign language education, educational technology, and multicultural studies.

Ruijia Liu

Ruijia Liu is a postgraduate student of MA in Education for a Sustainable Environment program at the School of Environment, Education and Development, The University of Manchester, Oxford Rd, Manchester, M13 9PL, UK. Her research interests are outdoor education, psychological education, educational and technology, and K12 education.

Zhonggen Yu

Zhonggen Yu, Named Top 2% most cited scientist in the fields of Education, Information Systems, and Social Sciences by Stanford University (2009-2023) https://elsevier.digitalcommonsdata.com/datasets/btchxktzyw/6, Professor (distinguished) and Ph.D. Supervisor in Department of English Studies, Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China, 100083, Ph.D. in English language, a dual Master-degree holder in applied linguistics and law, and a post-doctoral researcher in psycho-linguistics, has already published over 180 academic papers in distinguished journals based on rich teaching and research experiences. He is Editor in Chief of International Journal of Technology-Enhanced Education and Academic Editor of Education Research International. His research interest includes educational technologies, language attrition, and language acquisition.