Imagining Futures Through Student-Centered AI-Informal Digital Learning of English Practices in a Resource-limited EFL Context

• In Event: AI and Immersive Technologies in Language Learning and Communication

Abstract

This study investigates the effectiveness of AI-integrated Informal Digital Learning of English (AI-IDLE) in promoting learner engagement, emotional well-being, and willingness to communicate (WTC) in a resource-limited EFL context. A 14-week quasi-experimental intervention was conducted with 206 Indonesian secondary and tertiary learners, examining changes across four IDLE domains (reading, listening, speaking, writing), enjoyment, anxiety, and WTC. Results showed that the AI-IDLE group surpassed the control group in post-test scores, particularly in speaking and reading engagement and WTC outside class. This indicates that AI-IDLE can outperform traditional instruction. The study offers pedagogical, methodological, and social impact, demonstrating that AI-IDLE can support autonomous learning beyond classroom boundaries and foster equitable, sustainable language development in underrepresented settings when contextualized to local needs.

Authors

• Wan Yee Winsy Lai, The Education University of Hong Kong

• Ju Seong Lee, The Education University of Hong Kong