English as a foreign language (EFL) students are increasingly learning English in extramural digital settings (informal digital learning of English; IDLE). Previous research has investigated the antecedents of IDLE engagement, focusing on basic psychological needs (BPNs) in classroom settings. However, little attention has been given to the role of BPNs in digital settings, where digital-native EFL students often fulfil their psychological needs. This study explores the relationship between two core BPNs – competence and relatedness – in both classroom and digital settings and IDLE engagement among 226 Kazakhstani university EFL students. Hierarchical multiple regression analyses indicate that, in the classroom, students who perceive themselves as more competent are more likely to engage in receptive and productive IDLE. Also, a higher sense of in-class relatedness strengthens the positive relationship between in-class competence and productive IDLE. In the digital settings, students who perceive themselves as more competent are more likely to engage in receptive IDLE, while competence alone does not directly lead to productive IDLE. A higher sense of relatedness positively moderates the links, amplifying the connection between competence and engagement in both receptive and productive IDLE. These findings suggest that educators can enhance EFL students’ IDLE engagement by designing and recommending activities that foster competence and a sense of community in both classroom and digital settings.

This article explores how online language learners encounter foreign language speaking anxiety (FLSA), what mitigating strategies they apply to manage synchronous online tutorials, and what their asynchronous speaking practices are. In a large-scale mixed methods study, we gathered survey data from 307 language learners at a UK online and distance learning university and conducted in-depth group interviews with 10 students focusing on their FLSA experience and perceptions regarding synchronous and asynchronous speaking activities. The results reveal that the triggers of FLSA and the mitigating strategies learners apply partly overlap with those in the face-to-face context but are partly specific to the online environment (e.g. breakout rooms, vicarious learning). The use of technology can be anxiety-inducing (e.g. cameras) as well as supportive (e.g. online translation tools and dictionaries). Novel findings of the study are that avoidance strategies are more nuanced in this context, ranging from complete avoidance of tutorials to full engagement via the chat, and that the use of breakout rooms magnifies learners’ emotions and is one of the main triggers of FLSA. This might be helpful for practitioners – also beyond language courses – in scaffolding and optimising their small group activities online.

This study used a mixed-methods approach to evaluate the efficacy of mobile-assisted language learning (MALL) in teaching English phrasal verbs (PVs) in a 12-week study. The participants were 122 EFL college students divided equally into an experimental and a control group. The experimental group was assigned PV learning on an iOS-based application (henceforth referred to as “app”) for eight weeks; the control group learned the same PVs through paper-based material. Pre-tests, post-tests, and weekly class tests were conducted, and one-way ANOVAs were performed to evaluate the differences between the two groups using their pre-test and post-test scores, with repeated measures ANOVA used to analyse the learning gains in weekly tests. The results revealed that the experimental group significantly outperformed the control group in the post-test (F = 6.09, p = .015, Cohen’s d = 0.45) and weekly tests (F = 31.68, p = .000). A Likert-scale-based e-questionnaire consisting of 19 items was administered to the experimental group to obtain their perceptions of the app’s usefulness for learning English PVs. The overall results suggest that MALL, particularly with this specific mobile app, may enhance students’ ability to understand and use English PVs, a key aspect of vocabulary skills. The findings can be used to encourage instructors to employ MALL for teaching the English lexicon for better learning outcomes in EFL settings.

The highly digitalised nature of contemporary society has made digital literacy important for newly arrived migrants. However, for teachers, the use of information and communication technologies can be challenging. The aim of the present study is to gain a deeper understanding of how teachers perceive digital resources as useful for teaching migrants language and subject skills. The research question is, In what way do teachers at the language introduction programme for newly arrived migrants in Sweden articulate the use of digital resources in relation to language teaching and in relation to subject teaching? This qualitative study is based on observations of 28 lessons in different subjects in the language introduction programme, as well as interviews with the observed teachers. In analysing the material, we first used the TPACK in situ model (Pareto & Willermark, 2019) to organise the data on the use of digital resources, and thereafter discourse theory (Howarth, 2005) was used to analyse the data. The results show that the teachers limited their students’ use of digital resources during the lessons, which is apparent in two discourses: distrust and dichotomy. In the discourse on distrust, digital technology is seen as an obstacle to teaching, and the discourse dichotomy is about the opposition between the digital and the physical. Moreover, articulations were often expressed in terms of identity; the teachers talked about themselves in relation to digital resources, rather than talking about how they use digital resources in their teaching.

This study creates a virtual space for language learning using a user-customizable metaverse platform and explores its potential for EFL learning. To this end, a virtual learning space, grounded in constructivist learning principles – contextualized learning, active learning, and collaborative learning – was created on a 2D metaverse platform. The metaverse was designed as a simulated deserted island for enjoyable and playful learning, allowing the students to actively explore, discover, and interact as they look for clues to escape the island. For educational application, 29 Korean middle school students participated in a two-hour activity. Data included screen recordings of student activities, student surveys, and interviews with the students and teachers. The findings showed that, as an EFL learning space of playful constructivism, the metaverse had great potential to embed contextualized learning and served as a medium for active learning that positively affected student interest and motivation. The results confirmed that the team-based approach combined with a game-like metaverse fostered student collaboration. Overall, the study showcased how language instructors can make use of a customizable metaverse for L2 learning and how a virtual space may serve as an arena for learner-centered instruction.

Increasing global digitalization is changing the everyday language skills required to participate in society, to carry out professional activities, and to take advantage of educational opportunities. As a result, new linguistic and digital competences are required for migrants. At the same time, digitalization offers new potential for learner-oriented language learning. In this article, we compare the results of two studies on teachers of adult multilingual migrant learners. These teachers instruct learners at different levels of literacy and with varied prior formal learning experiences. Both studies are situated in the German education system. The results illustrate how teachers and learners can work together using digital technologies to promote language learning. We explore the opportunities for effective, multilingual, and motivating language learning, as well as the challenges faced by learners and teachers, pointing to the need for further training in digital technology for both groups.