Informal Digital Learning and English Proficiency: Practices and Challenges for Thai EFL Students

Abstract

Aim. The current study examined the relationship between Informal Digital Learning of English (IDLE) and learners’ English language proficiency among Thai EFL learners. It also investigated learners’ IDLE practices and the challenges they encounter when using digital technologies for English learning outside the classroom. Methods. This study employed a mixed-methods design. The participants included 454 university students aged 18 to 21 (female = 63.7%, male = 36.3%) from five universities in southern Thailand. The data was collected through a five-point Likert-scale survey, open-ended questions, and semi-structured interviews. The quantitative data was analysed using descriptive and inferential statistics, while the qualitative data was analysed inductively using thematic analysis. Results. The first finding revealed that IDLE is positively and significantly correlated with learners’ English language proficiency. It was also found that although learners in the context were minimally engaged in IDLE, they used various digital tools, particularly social media platforms, entertainment-related platforms, gaming and AI-powered tools, to learn English outside the classroom. Their IDLE was, however, constrained to some extent as they faced several challenges, such as linguistic barriers, inadequate technical and infrastructure facilities, distractions and difficulty in maintaining focus, and a lack of real-time interaction when using digital tools. Conclusions. This study concludes that IDLE has potential to enhance learners’ English language proficiency, suggesting the need for greater support to increase learners’ engagement with IDLE. Practical implications for institutions, curriculum developers, and teachers are also discussed.