As technology has advanced, so have opportunities for language socialization and practice. This reciprocal relationship has resulted in the emergence of a subfield of Computer Assisted Language Learning (CALL): Informal Digital Learning of English (IDLE). IDLE has manifested in various forms, including the more notable extramural and extracurricular varieties. Given the recent attention given to IDLE by Applied Linguists and language educators, this scoping review provides a roadmap for future research and explores the potential of IDLE to support English language teaching and learning in informal digital contexts. A Web of Science core eight database search for relevant research published between 1980 and 2019 using 35 IDLE-related key terms resulted in 38 studies of which 30 aligned with the inclusion criteria. Results showed the studies were conducted mostly under a mixed-method and qualitative paradigm and were published between 2017 and 2019. Only two studies used longitudinal data collection methods. Topics investigated included the linguistic dimension of CALL, the affective and cultural dimension of CALL, and the agency and digital literacies dimension of CALL. The small, yet salient, body of emergent IDLE literature points towards three trends: a growing relevance of langua-technocultural competence, the importance of digital literacies to communicative competence, and the importance of non-professional translation and interpreting to digital language learning.

Informal English learning plays a crucial role in vocabulary learning, yet few scholars have explored the use of large language models for this purpose. In light of this, our study, integrating Self-Determination Theory (SDT) and the Unified Theory of Acceptance and Use of Technology (UTAUT), employed Structural Equation Modeling (SEM) to investigate factors influencing 568 Chinese English learners’ use of large language models for vocabulary learning. Our findings identified six significant factors from those models—perceived autonomy, perceived competence, perceived relatedness, performance expectancy, effort expectancy, and social influence—that significantly shape learners’ intentions and behaviors towards utilizing large language models for vocabulary learning. Notably, effort expectancy emerged as the most influential factor, while facilitating conditions did not significantly impact usage intentions. This research offers insights for future curriculum design and policy formulation, highlighting the importance of understanding learners’ perspectives on technology use in education.

This review was conducted to explore the use of digital technologies with young children in early childhood language and literacy education. It centers on peer-reviewed empirical journal articles published during the past two decades. An initial sample of refereed journal articles ( N = 631) was compiled from systematically searching the Web of Science Core Collection databases. Following strict inclusion and exclusion criteria, 89 articles were included in the review. Five major dimensions of the selected studies were coded: demographic information, setting, digital technology used, research designs, and research findings. All of the articles selected for inclusion were systematically mapped to provide a valuable resource for researchers in this area. The main findings of the review were categorized and are reported in five subsections: print knowledge, alphabet knowledge, phonological awareness, early vocabulary knowledge, and narrative skills. Each subsection is framed with practical implications gleaned from the empirical studies.

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