Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come

References

• *Reviewed publications are marked by an asterisk
   Google Scholar

• Alonso-Belmonte, I., & Vinagre, M. (2017). Interculturality and identity in computer-mediated communication: Findings from L2 teaching contexts. Computer Assisted Language Learning, 30(5), 343–350. doi:10.1080/09588221.2017.1321329
   Web of Science ®Google Scholar
• Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. doi:10.1080/1364557032000119616
   Google Scholar
• Bax, S. (2011). Normalisation revisited: The effective use of technology in language education. International Journal of Computer-Assisted Language Learning and Teaching, 1(2), 1–15. doi:10.4018/ijcallt.2011040101
   Google Scholar
• Benson, P. (2011). Language learning and teaching beyond the classroom: An introduction to the field. In P. Benson & H. Reinders (Eds.), Beyond the language classroom: The theory and practice of informed language learning and teaching (pp. 7–16). New York, NY: Palgrave Macmillan
   Google Scholar
• *Beres, D. L. (2011). Mobile-assisted language learning from the student perspective: Encouraging effective language learning strategies outside of the classroom. In B. R. Facer, & M. Abdous (Eds.), Academic podcasting and mobile assisted language learning: Applications and outcomes (pp. 93–110). Hershey, PA: IGI Global.
   Google Scholar
• Chik, A. (2014). Digital gaming and language learning: Autonomy and community. Language Learning & Technology, 18(2), 85–100. http://hdl.handle.net/10125/44371
   Web of Science ®Google Scholar
• *Clothey, R. A. (2017). The Internet as a tool for informal education: A case of Uyghur language websites. Compare: A Journal of Comparative and International Education, 47(3), 344–358. doi:10.1080/03057925.2017.1281103
   Web of Science ®Google Scholar
• *Cole, J. (2016). The online informal learning of English. System, 57, 149–151. doi:10.1016/j.system.2016.01.012
   Google Scholar
• Cole, J., & Vanderplank, R. (2016). Comparing autonomous and class-based learners in Brazil: Evidence for the present-day advantages of informal, out-of-class learning. System, 61, 31–42. doi:10.1016/j.system.2016.07.007
   Web of Science ®Google Scholar
• Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks: Sage. doi:10.4135/9781452230153
   Google Scholar
• Council of Europe. (2018). Common European Framework of Reference: Companion Volume. Retrieved from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989.
   Google Scholar
• Dressman, M., Lee, J. S., & Sabaoui, M. A. (2016). Paths to English in Korea: Policies, practices, and outcomes. English Language Teaching, 28(1), 67–78.
   Google Scholar
• Ellis, R. (2015). Understanding Second Language Acquisition (2nd ed.). Oxford: Oxford University Press.
   Google Scholar
• Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. doi:10.1080/13639080123238
   Google Scholar
• Freeman, D. L., & Cameron, L. (2008). Research methodology on language development from a complex systems perspective. The Modern Language Journal, 92(2), 200–213. doi:10.1111/j.1540-4781.2008.00714.x
   Web of Science ®Google Scholar
• García, O., & Li, W. (2013). Translanguaging: Language, bilingualism and education. New York: Palgrave MacMillan.
   Google Scholar
• García-Pastor, M. D. (2020). Researching identity and L2 pragmatics in digital stories: A relational account. CALICO Journal, 37(1), 46–65. doi:10.1558/cj.38777
   Web of Science ®Google Scholar
• Gee, J. P. (1999). Critical issues: Reading and the new literacy studies: Reframing the national academy of sciences report on reading. Journal of Literacy Research, 31(3), 355–374. doi:10.1080/10862969909548052
   Web of Science ®Google Scholar
• Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research. London: Routledge.
   Google Scholar
• *Godwin-Jones, R. (2018). Chasing the butterfly effect: Informal language learning online as a complex system. Language Learning & Technology, 22(2), 8–27. http://hdl.handle.net/10125/44643
   Web of Science ®Google Scholar
• *Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8–25. http://hdl.handle.net/10125/44667
   Google Scholar
• Hafner, C. A. (2019). Digital literacies for English language learners. In X. Gao (Ed.) Second handbook of English language teaching (pp. 1–20). Cham: Springer.
   Google Scholar
• Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Language Learning & Technology, 19(3), 1–7. Retrieved from http://llt.msu.edu/issues/october2015/commentary.pdf.
   Web of Science ®Google Scholar
• Hannibal Jensen, S. (2019). Language learning in the wild: A young user perspective. Language Learning & Technology, 23(1), 72–86. http://hdl.handle.net/10125/44673
   Web of Science ®Google Scholar
• *Isbell, D. R. (2018). Online informal language learning: Insights from a Korean learning community. Language Learning & Technology, 22(3), 82–102. http://hdl.handle.net/10125/44658
   Web of Science ®Google Scholar
• Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge: The MIT Press.
   Google Scholar
• Jensen, S. H. (2016). Gaming as an English language learning resource among young children in Denmark. CALICO Journal, 34(1), 1–19. doi:10.1558/cj.29519
   Web of Science ®Google Scholar
• Jewitt, C., Bezemer, J., & O’Halloran, K. (2016). Introducing multimodality. London: Routledge.
   Google Scholar
• *Jurkovič, V. (2019). Online informal learning of English through smartphones in Slovenia. System, 80, 27–37. doi:10.1016/j.system.2018.10.007
   Web of Science ®Google Scholar
• *Kettle, M. (2018). Connecting digital participation and informal language education: Home tutors and migrants in an Australian regional community. In M. Dezuanni, M. Foth, K. Mallan, & H. Hughes (Eds.), Digital Participation through Social Living Labs (pp. 173–190). Hull, UK: Chandos Publishing.
   Google Scholar
• Kraemer, H.C. (2015). Kappa Coefficient. In N. Balakrishnan, T. Colton, B. Everitt (Eds.), Wiley StatsRef: Statistics reference online. Hoboken: Wiley. doi:10.1002/9781118445112.stat00365.pub2
   Google Scholar
• Kusyk, M. (2016). The development of complexity, accuracy and fluency in L2 written production through informal participation in online activities. CALICO Journal, 34(1), 75–96. doi:10.1558/cj.29513
   Web of Science ®Google Scholar
• Lai, C., Zhu, W., & Gong, G. (2015). Understanding the quality of out-of-class English learning. TESOL Quarterly, 49(2), 278–308. doi:10.1002/tesq.171
   Web of Science ®Google Scholar
• Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied linguistics, 18(2), 141–165. doi:10.1093/applin/18.2.141
   Google Scholar
• Larsen-Freeman, D. (2017). Complexity theory: The lessons continue. In L. Ortega & Z. H. Han (Eds.), Complexity theory and language development: In celebration of Diane Larsen-Freeman (pp. 11–50). Amsterdam: John Benjamins.141-165.
   Google Scholar
• *Lee, J. S. (2019a). Quantity and diversity of informal digital learning of English. Language Learning & Technology, 23(1), 114–126. http://hdl.handle.net/10125/44675
   Web of Science ®Google Scholar
• *Lee, J. S. (2019b). Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?British Journal of Educational Technology, 50(2), 767–712. doi:10.1111/bjet.12599
   Web of Science ®Google Scholar
• Lee, J. S. (2019c). EFL students’ views of willingness to communicate in the extramural digital context. Computer Assisted Language Learning, 32(7), 692–712. doi:10.1080/09588221.2018.1535509
   Web of Science ®Google Scholar
• *Lee, J. S. (2020). Informal digital learning of English and strategic competence for cross-cultural communication: Perception of varieties of English as a mediator. ReCALL, 32(1), 47–62. doi:10.1017/S0958344019000181
   Web of Science ®Google Scholar
• *Lee, J. S., & Drajati, N. A. (2019a). Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australasian Journal of Educational Technology, 35(5), 168–182. doi:10.14742/ajet.5177
   Web of Science ®Google Scholar
• Lee, J. S., & Drajati, N. A. (2019b). English as an international language beyond the ELT classroom. ELT Journal, 73(4), 419–427. doi:10.1093/elt/ccz018
   Web of Science ®Google Scholar
• Lee, J. S., & Drajati, N. A. (2020). Willingness to communicate in digital and non-digital EFL contexts: Scale development and psychometric testing. Computer Assisted Language Learning, 33(7), 688–707. doi:10.1080/09588221.2019.1588330
   Web of Science ®Google Scholar
• *Lee, J. S., & Dressman, M. (2018). When IDLE hands make an English workshop: Informal digital learning of English and language proficiency. TESOL Quarterly, 52(2), 435–445. doi:10.1002/tesq.422
   Web of Science ®Google Scholar
• *Lee, J. S., & Lee, K. (2019). Informal digital learning of English and English as an international language: The path less traveled. British Journal of Educational Technology, 50(3), 1447–1461. doi:10.1111/bjet.12652
   Web of Science ®Google Scholar
• Lindgren, R., & McDaniel, R. (2012). Transforming online learning through narrative and student agency. Educational Technology & Society, 15(4), 344.
   Web of Science ®Google Scholar
• Mays, N., Roberts, E., & Popay, J. (2001). Synthesising research evidence. In N. Fulop, P. Allen, A. Clarke, & N. Black (Eds.), Studying the organisation and delivery of health services: Research methods (pp. 188–220). London: Routledge.
   Google Scholar
• *Meyers, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: An introduction. Learning, Media and Technology, 38(4), 355–367. doi:10.1080/17439884.2013.783597
   Web of Science ®Google Scholar
• Nassaji, H., & Fotos, S. S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. London: Routledge.
   Google Scholar
• *Poole, B. (2016). The online informal learning of English. ELT Journal, 70(1), 113–115. doi:10.1093/elt/ccv062
   Google Scholar
• *Ranieri, M., & Bruni, I. (2013). Mobile storytelling and informal education in a suburban area: A qualitative study on the potential of digital narratives for young second-generation immigrants. Learning, Media and Technology, 38(2), 217–235. doi:10.1080/17439884.2013.724073
   Web of Science ®Google Scholar
• Reinhardt, J. (2019). Gameful second and foreign language teaching and learning: Theory, research, and practice. Cham, Switzerland: Palgrave MacMillan.
   Google Scholar
• Reinhardt, J., & Thorne, S. L. (2019). Digital literacies as emergent multifarious literacies. In N. Arnold & L. Ducate (Eds.), Engaging Language Learners through CALL (pp. 208–239). London: Equinox.
   Google Scholar
• Rodgers, M. P., & Webb, S. (2016). The effects of captions on EFL learners’ comprehension of English-language television programs. CALICO Journal, 34(1), 20–38. doi:10.1558/cj.29522
   Web of Science ®Google Scholar
• Sauro, S., & Chapelle, C. A. (2017). Toward langua-technocultural competence. In C. A. Chapelle & S. Sauro (Eds.), The Handbook of Technology and Second Language Teaching and Learning (pp. 459–472). Oxford: Wiley-Blackwell.
   Google Scholar
• *Scholz, K. (2016). Encouraging free play: Extramural digital game-based language learning as a complex adaptive system. CALICO Journal, 34(1), 39–57. doi:10.1558/cj.29527
   Web of Science ®Google Scholar
• *Shafirova, L., & Cassany, D. (2019). Bronies learning English in the digital wild. Language Learning & Technology, 23(1), 127–144. http://hdl.handle.net/10125/44676
   Web of Science ®Google Scholar
• *Sockett, G. (2013). Understanding the online informal learning of English as a complex dynamic system: An emic approach. ReCALL, 25(1), 48–62. doi:10.1017/S095834401200033X
   Web of Science ®Google Scholar
• *Sockett, G. (2014). The online informal learning of English. New York, NY: Palgrave Macmillan.
   Google Scholar
• *Sockett, G., & Kusyk, M. (2015). Online informal learning of English: Frequency effects in the uptake of chunks of language from participation in web-based activities. In T. Cadierno & S. W. Eskildsen (Eds.), Usage-based perspectives on second language learning (pp. 153–177). Berlin: De Gruyter Mouton. doi:10.1515/9783110378528-009
   Google Scholar
• *Sockett, G., & Toffoli, D. (2012a). Beyond learner autonomy: A dynamic systems view of the informal learning of English in virtual online communities. ReCALL, 24(2), 138–151. doi:10.1017/S0958344012000031
   Web of Science ®Google Scholar
• *Sockett, G., & Toffoli, D. (2012b). Beyond learner autonomy: A dynamic systems view of the informal learning of English in virtual online communities. Procedia - Social and Behavioral Sciences, 34, 212–215. doi:10.1016/j.sbspro.2012.02.042
   Google Scholar
• *Soltovets, E., Chigisheva, O., & Dubover, D. (2019). Foreign language e-course as informal learning tool for digital literacy development. Dilemas Contemporáneos: Educación, Política y Valores, 6(3), 1–15.
   Google Scholar
• *Sun, Y., Franklin, T., & Gao, F. (2017). Learning outside of classroom: Exploring the active part of an informal online English learning community in China. British Journal of Educational Technology, 48(1), 57–70. doi:10.1111/bjet.12340
   Web of Science ®Google Scholar
• Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87–113. http://hdl.handle.net/10125/44674
   Web of Science ®Google Scholar
• Sundqvist, P., & Sylvén, L. K. (2014). Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL, 26(1), 3–20. doi:10.1017/S0958344013000232
   Web of Science ®Google Scholar
• *Sundqvist, P., & Wikström, P. (2015). Out-of-school digital gameplay and in-school L2 English vocabulary outcomes. System, 51, 65–76. doi:10.1016/j.system.2015.04.001
   Web of Science ®Google Scholar
• Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3), 302–321. doi:10.1017/S095834401200016X
   Web of Science ®Google Scholar
• *Sylvén, L. K., & Sundqvist, P. (2016). Computer-Assisted Language Learning (CALL) in Extracurricular/Extramural Contexts. CALICO Journal, 34(1), i–iv. doi:10.1558/cj.31822
   Google Scholar
• *Tan, E. (2013). Informal learning on YouTube: Exploring digital literacy in independent online learning. Learning, Media and Technology, 38(4), 463–477. doi:10.1080/17439884.2013.783594
   Web of Science ®Google Scholar
• *Toffoli, D., & Sockett, G. (2015). University teachers’ perceptions of online informal learning of English (OILE). Computer Assisted Language Learning, 28(1), 7–21. doi:10.1080/09588221.2013.776970
   Web of Science ®Google Scholar
• Vazquez-Calvo, B. (2020). Guerrilla fan translation, language learning, and metalinguistic discussion in a Catalan-speaking community of gamers. ReCALL, 1–18. doi:10.1017/S095834402000021X
   Web of Science ®Google Scholar
• Vazquez-Calvo, B., & Cassany, D. (2017). Aprender lengua con el traductor automático en la escuela secundaria: Un diálogo necesario. Calidoscópio, 15(1), 180–189. doi:10.4013/cld.2017.151.14
   Google Scholar
• Vazquez-Calvo, B., Elf, N., & Gewerc, A. (2020). Catalan teenagers’ identity, literacy and language practices on YouTube. In M. Freiermuth & N. Zarrinabadi (Eds.), Technology and the Psychology of Second Language Learners and Users (pp. 251–278). Cham: Springer. doi:10.1007/978-3-030-34212-8_10
   Google Scholar
• Vosburg, D. (2016). The effects of group dynamics on language learning and use in an MMOG. CALICO Journal, 34(1), 58–74. doi:10.1558/cj.29524
   Web of Science ®Google Scholar
• Warschauer, M. (2013). Technological change and the future of CALL. In S. Fotos & C. Brown (Eds.), New perspectives on CALL for second and foreign language classrooms (pp. 15–25). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• *Wible, D., Kuo, C. H., & Tsao, N. L. (2004, August). Contextualizing language learning in the digital wild: Tools and a framework. In IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings (pp. 231–235). IEEE.
   Google Scholar
• Werquin, P. (2007). Moving Mountains: Will qualifications systems promote lifelong learning? European Journal of Education, 42(4), 459–484. doi:10.1111/j.1465-3435.2007.00327.x
   Google Scholar
• Yang, S. J., & Yi, Y. (2016). Negotiating multiple identities through eTandem learning experiences. CALICO Journal, 34(1), 97–114. doi:10.1558/cj.29586
   Web of Science ®Google Scholar