Ecological factors affecting students' use of informal digital learning of English: EFL teachers’ perceptions

Abstract

This study explores English as a foreign language (EFL) teachers' perceptions of the ecological factors influencing students' use of informal digital learning of English (IDLE). 26 EFL teachers participated in semi-structured interviews and complete a narrative frame. The results of conventional content analysis yielded four categories: <i>macro-system factors</i> (e.g., technological development, educational systems, and English status), <i>micro-system factors</i> (e.g., school and family), <i>chrono-system factors</i> (e.g., current EFL learners’ digital experiences) and <i>personal factors</i> (e.g., age, personality traits, digital literacy, awareness and attitude, and prior experiences with technology). The implications of the findings are discussed for stakeholders in EFL education.