Informal digital learning of English (IDLE): A scoping review of what has been done and a look towards what is to come
Ali Soyoof, Barry Lee Reynolds, Boris Vázquez-Calvo & Katherine McLay · Computer Assisted Language Learning, 36(4), 608-640
Overview
Informal digital language learning refers to the language learning that happens through voluntary, interest-driven and often self-directed engagement with digital environments.
Many people learn languages outside formal classrooms. They follow social media accounts, watch videos, read fanfiction, comment on posts, play video games, translate fan content, listen to music, participate in fandoms, use AI tools, search for explanations and interact with others in multilingual online environments. These practices are not always labelled as “language learning”, but they can become powerful spaces for exposure, practice, reflection and identity development.
My research examines informal digital language learning as part of broader digital ecologies. I am interested in how learners find, structure and monitor their own language learning opportunities online, how they move across platforms, and how their learning is shaped by algorithms, communities, interests, feedback, multimodal resources and social participation.
This work connects with research on digital wilds, learner autonomy, self-directed learning, online affinity spaces, fandom, gaming, social media and TELL/CALL. It also informs language teacher education by helping future educators understand that language learning does not only occur in classrooms, but also in the everyday digital practices learners already inhabit.
Research themes
This topic connects my work on informal learning, digital participation, learner agency and online language practices.
Digital wilds
Learning beyond the classroom
How learners encounter language input, interaction and feedback in online spaces that are not originally designed as formal educational environments.
Autonomy
Self-directed learning
How learners set goals, choose resources, monitor progress and develop strategies for language learning across digital platforms and everyday online practices.
Platforms
Social media and algorithms
How social media platforms, recommendation systems and algorithmic visibility shape access to language learning content and opportunities for participation.
Fandom
Affinity-driven learning
How fan communities, music, video games, fan translation, fanfiction and participatory cultures motivate learners to engage with additional languages.
Multimodality
Videos, comments and memes
How learners use multimodal content, online comments, subtitles, captions, memes and videos as resources for language learning and social participation.
Teacher education
Pedagogical implications
How teachers can recognize learners’ informal digital practices and build bridges between classroom language education and out-of-school learning ecologies.
Related publications
Selected publications connected to informal digital language learning, digital wilds, social media, fandom, gaming and language learner autonomy.
Language learners’ social media engagement, autonomy, and algorithmic awareness
Liudmila Shafirova, Boris Vázquez-Calvo & Maria Helena Araújo e Sá · Research and Practice in Technology Enhanced Learning, 22, 1-34
Commenting on learning Korean on TikTok and YouTube
Boris Vázquez-Calvo, Sergio Duarte-Marti & Leticia-Tian Zhang · Interactive Learning Environments, 32(10), 6063-6080
The emerging phenomenon of L2 vlogging on Bilibili: characteristics, engagement, and informal language learning
Leticia-Tian Zhang, Boris Vázquez-Calvo & Daniel Cassany · Profesional de la Información, 32(3)
The online ecology of literacy and language practices of a gamer
Boris Vázquez-Calvo · Journal of Educational Technology & Society, 21(3), 199-212
Projects and applications
Informal digital language learning is a central thread across my projects, teaching and supervision.
DEFINERS
Digital language learning of junior language teachers
DEFINERS examines how future and junior language teachers engage with digital resources, platforms and informal learning environments as part of their professional development.
AIM
AI-mediated literacies and learner agency
AIM extends this agenda by examining how learners engage with AI, social media, algorithms and digital environments as part of contemporary language learning.