IDLE in the Classroom: Learner-Driven Strategies for English Language Learning

Autor/inn/en	Dressman, Mark; Lee, Ju Seong
Titel	IDLE in the Classroom: Learner-Driven Strategies for English Language Learning
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 94 (2021) 4, S.181-187 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Ju Seong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2021.1929802
Schlagwörter	Informal Education; Second Language Learning; Second Language Instruction; English (Second Language); Learning Experience; Student Attitudes; Audio Equipment; Video Technology; Electronic Publishing; Ethnography; Language Fluency; Vocabulary Development; Teaching Methods; Classroom Environment; Language Proficiency; Personal Autonomy; Independent Study; Undergraduate Students; Cross Cultural Studies; Foreign Countries; Internet; Learning Motivation; Morocco; South Korea + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lernerfahrung; Schülerverhalten; Audio-CD; Elektronisches Publizieren; Ethnografie; Language skill; Language skills; Sprachkompetenz; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Individuelle Autonomie; Selbststudium; Cultural comparison; Kulturvergleich; Ausland; Motivation for studies; Lernmotivation; Marokko; Korea; Republik
Abstract	Informal Digital Learning of English (IDLE) is a global phenomenon that represents one of the greatest advances for autonomous language learning outside the classroom in the past few decades. The power of IDLE lies in its capacity to compensate for inherent problems in language learning in classrooms, due to the "authenticity" of input via social media; nurturance of "learner autonomy"; 24/7, "open availability" of resources to learners; and the "wide variety" of materials available to learners, offering relevant and engaging content to every student. Most important, we note the extent to which students in our research said that IDLE did not replace but rather "complemented and extended" their classroom experiences of learning. We discuss some possible challenges of adapting IDLE for classrooms and suggest three proven uses of media within classroom curriculum: (1) vlogging and podcasting; (2) uses of YouTube; and (3) becoming an ethnographer of IDLE with students. In conclusion, we note that IDLE has become a principal approach to the development of vocabulary and fluency in English by young learners across the globe, apart from formal education policy and practice, and that ignoring its potential within the classroom risks the vital role that classrooms play in developing English language competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01