Speaker
Abstract section 3: Content/method
This study employed a qualitative research design, recruiting university students from ten higher-education institutions across Vietnam. Maximum variation sampling was used to ensure diversity in gender, disciplines, and proficiency levels. Twenty-two semi‑structured interviews, each lasting approximately 45–60 minutes, were conducted in Vietnamese.
Abstract section 5: References
Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49, 219–243. https://doi.org/10.1080/00461520.2014.965823
Lee, J. S. (2019). Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?. British Journal of Educational Technology, 50(2), 767-778. https://doi.org/10.1111/bjet.12599
Abstract section 4: Outcomes/results
The results show that Vietnamese EFL learners most frequently engage at the passive and active levels of IDLE, while constructive and interactive practices are less common. Within each ICAP dimension, several sub-themes were identified. Passive engagement included incidental and background exposure, whereas active engagement involved exploring digital resources, reinforcing language input, and manipulating learning materials. Constructive engagement was reflected in producing digital or non-digital content. Interactive engagement appeared in collaborative problem-solving and collaborative content creation.
Abstract section 2: Contribution/research questions
How do EFL learners engage in IDLE at different ICAP levels?
Abstract section 1: Relevance
Lee (2019, p.2) defines IDLE as “self-directed, informal English learning using a range of different digital devices (e.g., smartphones, desktop computers) and resources (e.g., web apps, social media) independent of formal contexts”. The ICAP framework (Chi & Wylie, 2014) offers a multidimensional lens of engagement—passive, active, constructive, interactive—to better examine IDLE participation. Passive engagement refers to receiving information without interaction, while active engagement requires direct interaction with materials. Constructive engagement involves generating outputs that extend beyond the given information. Interactive engagement involves the integration of multiple perspectives through discussions, debates, and collaborative problem-solving.
| Title | Vietnamese learners in informal digital learning of English |
|---|---|
| Teaching Context | General |