Students who engage in self-directed English learning activities in digital out-of-school environments (Informal Digital Learning of English; IDLE) experience less anxiety, more enjoyment, greater WTC, and improved speaking skills.

Effect of Informal Digital Learning of English (IDLE) on Speaking proficiency, via Anxiety, Enjoyment, and Willingness to Communicate China’s English proficiency has dropped from moderate to low in recent years (EF Education First, 2023). As China’s education system is exam-focused and emphasizes written English over spoken English, many students feel anxious and less enjoyment when speaking English (Shuo, 2023). This, in turn, lowers their willingness to communicate (WTC) and yields poor speaking skills (*Kiaer et al., 2021). By contrast, students who engage in self-directed English learning activities in digital out-of-school environments (Informal Digital Learning of English; IDLE) experience less anxiety, more enjoyment, greater WTC, and improved speaking skills (*Lee, 2022). Moreover, sharing IDLE activities among peers can increase IDLE frequency, and fulfilling students’ Basic Psychological Needs (BPNs) can further enhance their speaking skills (*Dressman, *Lee & Perrot, 2023). However, prior studies’ limitations include: (a) unreliable speaking tests, (b) self-reported data in artificial settings, and (c) inadequate evidence regarding the effectiveness of IDLE interventions on increasing IDLE behavior and speaking proficiency, and their mechanisms (e.g., emotions, WTC, speaking frequency).  

Based on our pilot studies, we propose an 8-week randomized trial with 90 Chinese EFL university students, divided equally into three groups: (a) Active Control Group (speaking activity sharing by a teacher), (b) Experimental Group A (IDLE speaking activity sharing by students), and (c) Experimental Group B (Same as Experimental Group A, with enhanced support for BPNs). We will use pre- and post-surveys (demographics, anxiety, enjoyment, WTC, and perceived speaking frequency) and standardized Oral Proficiency Interview tests. Additionally, students will receive three text messages daily for 14 days to report their IDLE activities, emotions, WTC, and frequency of English speaking in their natural environment (Experience Sampling Method). We will analyze these data via statistical matching and difference-in-differences structural equation models with residual centering. Furthermore, a subgroup of 20 participants will record videos detailing their IDLE activities and their effect on speaking proficiency (video-stimulated recall interviews). We apply thematic analyses to focus group discussions (n = 10) to deepen our understanding of these relationships.  

Our findings will inform (a) second language acquisition theories, specifically regarding informal language learning, emotions, and WTC, and (b) practical and cost-effective strategies that teachers and parents can use to enrich English input and output outside school. This aligns with Mainland China’s Double Reduction Policy, which encourages out-of-school learning activities, promotes educational equity for low-income families, reduces school pressure, and improves emotional well-being.