"I Know I Should, But I Don't": A Case Study of Vietnamese Students' Reluctance to Engage in IDLE

Abstract

Informal Digital Learning of English (IDLE) refers to self-directed English language activities conducted in informal digital environments, driven by learners’ interests and goals. Although IDLE is recognized as a valuable supplement to formal language education, its potential remains underexploited by many Vietnamese students, including those majoring in English linguistics (EL). This multiple case study investigates the underlying factors contributing to their reluctance to engage in IDLE among EL students at two English-Medium-Instruction (EMI) universities in Vietnam. A preliminary online questionnaire was distributed to 300 EL students to recruit participants for this study. Using the purposive sampling method, seven students were selected for in-depth semistructured interviews, each lasting between 30 and 45 minutes. Findings indicate that although all participants acknowledged the benefits of IDLE, they engaged only at a relatively limited level, and they favored receptive over productive skills. More importantly, their reluctance was primarily attributed to two interrelated factors: an unsupportive learning environment and low motivation. These factors were further influenced by other elements such as learner identity, learner autonomy, and peer judgment. To some extent, this study offers a nuanced understanding of the possible hidden barriers to IDLE engagement and provides potential practical implications for curriculum development, pedagogical practices, and assessment reforms in Vietnamese EL programs.

Keywords

Full text

How to cite