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Sources of Professional Learning and K-12 Teachers' Instructional Practices in Promoting Informal Digital Learning of English

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Title: Sources of Professional Learning and K-12 Teachers' Instructional Practices in Promoting Informal Digital Learning of English
Language: English
Authors: Chun Lai, Manfei Xu, Tan Jin, Zhan Shi
Source: Journal of Computer Assisted Learning. 2026 42(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Electronic Learning, Informal Education, Teacher Student Relationship, Faculty Development, English (Second Language), Second Language Learning, Decision Making, Language Teachers, Teacher Attitudes
DOI: 10.1002/jcal.70219
ISSN: 0266-4909
1365-2729
Abstract: Background: Informal digital learning of English (IDLE) contributes significantly to language development, and teachers play an essential role in supporting IDLE, especially in the K-12 context. Yet, insights into K-12 teachers' instructional practices in support of IDLE and influencing factors thereof are limited. Objectives: Considering that professional learning influences teachers' instructional decision-making, this study aimed to examine how formal and informal sources of professional learning related to teachers' instructional practices in supporting IDLE. Methods: We adopted a mixed-methods sequential explanatory design that involved a questionnaire and semi-structured interview. A total of 1760 K-12 language teachers completed an online survey, and nine teachers were recruited for follow-up interviews to explain and elaborate on the quantitative findings. Results and Conclusions: SEM analyses of survey responses revealed that informal professional learning sources fully mediated the association between formal professional development and teachers' instructional strategies in support of IDLE. Informal professional learning sources had varying impacts, with interaction with students and reflection emerging as the most significant contributors. However, their influence varied across different types of instructional practices. The findings emphasise the need for utilising different informal professional learning sources to enhance K-12 teachers' attention and engagement in supporting students' IDLE.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500461
Database: ERIC
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  Data: Sources of Professional Learning and K-12 Teachers' Instructional Practices in Promoting Informal Digital Learning of English
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  Data: <searchLink fieldCode="AR" term="%22Chun+Lai%22">Chun Lai</searchLink><br /><searchLink fieldCode="AR" term="%22Manfei+Xu%22">Manfei Xu</searchLink><br /><searchLink fieldCode="AR" term="%22Tan+Jin%22">Tan Jin</searchLink><br /><searchLink fieldCode="AR" term="%22Zhan+Shi%22">Zhan Shi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: 10.1002/jcal.70219
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
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  Data: Background: Informal digital learning of English (IDLE) contributes significantly to language development, and teachers play an essential role in supporting IDLE, especially in the K-12 context. Yet, insights into K-12 teachers' instructional practices in support of IDLE and influencing factors thereof are limited. Objectives: Considering that professional learning influences teachers' instructional decision-making, this study aimed to examine how formal and informal sources of professional learning related to teachers' instructional practices in supporting IDLE. Methods: We adopted a mixed-methods sequential explanatory design that involved a questionnaire and semi-structured interview. A total of 1760 K-12 language teachers completed an online survey, and nine teachers were recruited for follow-up interviews to explain and elaborate on the quantitative findings. Results and Conclusions: SEM analyses of survey responses revealed that informal professional learning sources fully mediated the association between formal professional development and teachers' instructional strategies in support of IDLE. Informal professional learning sources had varying impacts, with interaction with students and reflection emerging as the most significant contributors. However, their influence varied across different types of instructional practices. The findings emphasise the need for utilising different informal professional learning sources to enhance K-12 teachers' attention and engagement in supporting students' IDLE.
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        Value: 10.1002/jcal.70219
    Languages:
      – Text: English
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      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Informal Education
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Decision Making
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      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
    Titles:
      – TitleFull: Sources of Professional Learning and K-12 Teachers' Instructional Practices in Promoting Informal Digital Learning of English
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            NameFull: Manfei Xu
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