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Journals / Dil Eğitimi ve Araştırmaları Dergisi / 2026 / Cilt: 12 Sayı: 1

Awareness-Raising Intervention on Informal Digital Learning of English (IDLE): Impacts on 9th Grade EFL learners’ Extramural Engagement, Enjoyment, Interest, and L2 Competence

İngilizcenin Enformel Dijital Öğrenimine (IDLE) Yönelik Farkındalık Artırıcı Bir Müdahale: 9. Sınıf İngilizceyi Yabancı Dil Olarak Öğrenen Öğrencilerin Sınıf Dışı Katılım, Keyif, İlgi ve İngilizce Yeterlilik Düzeyleri Üzerindeki Etkileri

Muhammed Kök(ONDOKUZ MAYIS ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-7529-8679
Pages
822–844
Publication Date
2026-09-20
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The awareness-raising interventions on IDLE practices are particularly important for adolescents, as they become familiar with potential ways to engage in English beyond classroom walls and develop their emotional motives and interests in digital and informal English learning opportunities.

📌 3 Key Takeaways

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Objective & Hypothesis:Informal Digital Learning of English (IDLE) refers to individuals’ out-of-class English engagement and is a type of independent, natural learning that occurs outside formal second/foreign (L2) classrooms.
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Key Findings & Data:Keeping this in mind, this quasi-experimental study aimed to test the effectiveness of IDLE awareness-raising intervention on the 9th-grade EFL learners’ extramural English, enjoyment, interest, and L2 competence.
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Conclusion & Impact:The awareness-raising interventions on IDLE practices are particularly important for adolescents, as they become familiar with potential ways to engage in English beyond classroom walls and develop their emotional motives and interests in digital and informal English learning opportunities.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:sınıf dışı katılım · keyif · ilgi

Abstract

Informal Digital Learning of English (IDLE) refers to individuals’ out-of-class English engagement and is a type of independent, natural learning that occurs outside formal second/foreign (L2) classrooms. Learners’ IDLE experiences and practices are invaluable, particularly for English as a foreign language (EFL) context such as Türkiye, where exposure to authentic English beyond the classroom wall is only possible with digital tools. Keeping this in mind, this quasi-experimental study aimed to test the effectiveness of IDLE awareness-raising intervention on the 9th-grade EFL learners’ extramural English, enjoyment, interest, and L2 competence. In line with this understanding, the experimental group (n=27) received the 7th week of IDLE training, during which they were introduced to IDLE opportunities and practiced IDLE activities, whereas the control group (n=31) continued their traditional classes. Data were collected from 9th-grade EFL learners at a Vocational and Technical Anatolian high school in the northern part of Türkiye. The findings showed that the experimental group showed a statistically significant difference in terms of extramural English, enjoyment, interest, and L2 competence compared to control group. The results also illustrated that explicit teacher guidance informing young adolescents about IDLE opportunities and digital tools improved their engagement and practices in English learning beyond the classroom. The awareness-raising interventions on IDLE practices are particularly important for adolescents, as they become familiar with potential ways to engage in English beyond classroom walls and develop their emotional motives and interests in digital and informal English learning opportunities.

Özet

İngilizcenin Enformel Dijital Öğrenimi (IDLE), bireylerin sınıf dışındaki İngilizceyle etkileşimlerini ifade etmekte olup, resmî ikinci/yabancı dil (L2) sınıflarının dışında gerçekleşen, bağımsız ve doğal bir öğrenme türüdür. Öğrencilerin IDLE deneyimleri ve uygulamaları, özellikle Türkiye gibi İngilizcenin yabancı dil olarak öğrenildiği (EFL) bağlamlarda büyük önem taşımaktadır; zira sınıf duvarlarının ötesinde özgün İngilizceye maruz kalmak çoğu zaman yalnızca dijital araçlar aracılığıyla mümkün olmaktadır. Bu çerçevede, bu yarı deneysel çalışma, IDLE’ye yönelik farkındalık artırıcı bir müdahalenin 9. sınıf EFL öğrencilerinin sınıf dışı İngilizce kullanımı, öğrenme keyfi, ilgileri ve L2 yeterlikleri üzerindeki etkililiğini sınamayı amaçlamıştır. Bu doğrultuda, deney grubuna yedi hafta süren bir IDLE eğitimi uygulanmış; bu süreçte öğrencilere IDLE olanakları tanıtılmış ve IDLE etkinlikleri üzerinde uygulamalı çalışmalar yaptırılmıştır. Kontrol grubu ise geleneksel derslerine devam etmiştir. Araştırmanın verileri, Türkiye’nin kuzeyinde yer alan bir Mesleki ve Teknik Anadolu Lisesinde öğrenim gören 9. sınıf EFL öğrencilerinden toplanmıştır. Bulgular, deney grubunun control grubuyla kıyaslandığında sınıf dışı İngilizce kullanımı, öğrenme keyfi, ilgi ve L2 yeterliği açısından istatistiksel olarak anlamlı farklılıklar gösterdiğini ortaya koymuştur. Ayrıca sonuçlar, genç ergenlere IDLE fırsatları ve dijital araçlar hakkında açık öğretmen rehberliği sunulmasının, öğrencilerin sınıf ötesinde İngilizce öğrenmeye yönelik katılımlarını ve uygulamalarını geliştirdiğini göstermektedir. IDLE uygulamalarına yönelik farkındalık artırıcı müdahaleler, ergenlerin sınıf duvarlarının ötesinde İngilizceyle etkileşim kurabilecekleri olası yolları tanımalarını sağlaması ve dijital ve enformel İngilizce öğrenme fırsatlarına yönelik duyuşsal güdülerini ve ilgilerini geliştirmesi bakımından özellikle önemlidir.

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Cite This Article

Kök, M. (2026). Awareness-Raising Intervention on Informal Digital Learning of English (IDLE): Impacts on 9th Grade EFL learners’ Extramural Engagement, Enjoyment, Interest, and L2 Competence. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 12 Sayı: 1, 822–844. https://doi.org/10.31464/jlere.1915613

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