Ju Seong Lee (李主聖), Ph.D. (University of Illinois at Urbana-Champaign)

I believe time and talent are best used when they are shared in ways that support others. Since 2000, I have been involved in volunteer and educational work across more than ten regions, including Cambodia, Mongolia, and Thailand. Working closely with learners and educators in these settings helped me understand that learning does not depend solely on formal schooling. Many young people learn most effectively when they are given space to explore, a sense of direction, and encouragement from those around them. Over time, these experiences helped clarify for me what kind of learning truly matters, shaping my long‑standing interest in lifelong, lifewide, and informal learning, particularly in under‑resourced context.

Building on this background, I introduced the concept of Informal Digital Learning of English (IDLE) in 2018. IDLE refers to learners’ self‑directed engagement with English through everyday digital activities, guided by interest rather than obligation. The idea is informed by a childlike approach to learning—what the Korean word aideul (아이들) captures well—and is characterized by curiosity, experimentation, and learning without fear of making mistakes. Research across more than ten regions has shown that IDLE is associated with increased enjoyment, confidence, willingness to communicate, and spoken ability.

Since 2020, my colleagues and I have focused on translating these insights into practice. Working with educators in Indonesia, we co‑designed IDLE‑based initiatives that have reached more than 2,800 students and have been designed to be classroom‑ready and scalable. Through collaboration with schools, universities, NGOs, industry partners, and government bodies in Indonesia and Vietnam, we have been building an IDLE ecosystem that supports regular practice, meaningful digital use of English, and confident communication in real situations.

Looking ahead, my work increasingly focuses on mentoring others, strengthening shared systems, and supporting initiatives designed to help learners continue independently. What remains consistent is the priority of helping learners—especially those from under‑resourced communities—use English as a practical tool for opportunity, connection, and long‑term growth.