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Exploring the Role of Informal Digital English Learning in EFL Students' Communication Behaviour in Iran and Macau: A Cross-Cultural Mixed-Methods Study

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Title: Exploring the Role of Informal Digital English Learning in EFL Students' Communication Behaviour in Iran and Macau: A Cross-Cultural Mixed-Methods Study
Language: English
Authors: Ali Soyoof (ORCID 0000-0002-8037-5632), Barry Lee Reynolds (ORCID 0000-0002-3984-2059)
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: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Educational Technology, Informal Education, Receptive Language, Expressive Language, Interpersonal Communication, Cultural Influences, Computer Use, Social Media
Geographic Terms: Iran, Macau
DOI: 10.1002/jcal.70220
ISSN: 0266-4909
1365-2729
Abstract: Background: Informal digital learning of English (IDLE) has been widely shown to enhance English as a foreign language (EFL) learners' proficiency. However, most research has examined a single context, limiting understanding of how IDLE shapes learners' willingness to communicate in a second language (L2 WTC) across different sociocultural environments. Objectives: This study addresses this gap by comparing IDLE practises and their influence on L2 WTC amongst EFL learners in Iran and Macau. Methods: A cross-cultural mixed-methods design was adopted. In the quantitative phase, Lee and Sylven's (2021) questionnaire was administered to 352 EFL learners (250 in Iran; 102 in Macau). Hierarchical regression analyses tested the extent to which receptive IDLE (consuming English digital content) and productive IDLE (creating English digital content) predicted L2 WTC in each context. In the qualitative phase, 20 learners (10 per context) participated in semi-structured interviews supported by photos and videos illustrating their IDLE activities. These materials were used in photo-elicitation and video-stimulated recall sessions. Data were analysed thematically. Results: Receptive and productive IDLE both significantly predicted L2 WTC amongst Iranian students, whereas only receptive IDLE emerged as a significant predictor for students in Macau. Qualitative findings revealed that differences in IDLE use were shaped by social-political conditions, socio-economic opportunities and historical--cultural factors unique to each context. Conclusions: The study demonstrates that IDLE contributes to L2 WTC differently across contexts and that sociocultural factors strongly mediate learners' engagement in digital English practises. These findings highlight the importance of context-sensitive approaches for optimising IDLE-based learning in Iran and Macau.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500465
Database: ERIC
FullText Text:
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  Data: Exploring the Role of Informal Digital English Learning in EFL Students' Communication Behaviour in Iran and Macau: A Cross-Cultural Mixed-Methods Study
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Ali+Soyoof%22">Ali Soyoof</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8037-5632">0000-0002-8037-5632</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barry+Lee+Reynolds%22">Barry Lee Reynolds</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3984-2059">0000-0002-3984-2059</externalLink>)
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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: 16
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Use%22">Computer Use</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink><br /><searchLink fieldCode="DE" term="%22Macau%22">Macau</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/jcal.70220
– Name: ISSN
  Label: ISSN
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Informal digital learning of English (IDLE) has been widely shown to enhance English as a foreign language (EFL) learners' proficiency. However, most research has examined a single context, limiting understanding of how IDLE shapes learners' willingness to communicate in a second language (L2 WTC) across different sociocultural environments. Objectives: This study addresses this gap by comparing IDLE practises and their influence on L2 WTC amongst EFL learners in Iran and Macau. Methods: A cross-cultural mixed-methods design was adopted. In the quantitative phase, Lee and Sylven's (2021) questionnaire was administered to 352 EFL learners (250 in Iran; 102 in Macau). Hierarchical regression analyses tested the extent to which receptive IDLE (consuming English digital content) and productive IDLE (creating English digital content) predicted L2 WTC in each context. In the qualitative phase, 20 learners (10 per context) participated in semi-structured interviews supported by photos and videos illustrating their IDLE activities. These materials were used in photo-elicitation and video-stimulated recall sessions. Data were analysed thematically. Results: Receptive and productive IDLE both significantly predicted L2 WTC amongst Iranian students, whereas only receptive IDLE emerged as a significant predictor for students in Macau. Qualitative findings revealed that differences in IDLE use were shaped by social-political conditions, socio-economic opportunities and historical--cultural factors unique to each context. Conclusions: The study demonstrates that IDLE contributes to L2 WTC differently across contexts and that sociocultural factors strongly mediate learners' engagement in digital English practises. These findings highlight the importance of context-sensitive approaches for optimising IDLE-based learning in Iran and Macau.
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  Data: EJ1500465
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      – SubjectFull: Iran
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