Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan

Artem ZADOROZHNYY, Baohua YU

Research output: Chapter in Book/Report/Conference proceedingChapters

1 Citation (Scopus)

Abstract

Given that existing digital affordances offer contemporary language learners ample opportunities to be exposed to authentic language and culture learning experiences in online environments, this chapter adopts a critical approach for examining how undergraduate preservice English teachers negotiate and balance their language learner and language teacher identities. To do so, we adopt a qualitative research design informed by 32 semi-structured interviews with prospective English language teachers from Kazakhstani universities. Research findings allow us to address beliefs about the concept of informal digital learning of English (IDLE) and to provide possible clarifications for the results obtained. In addition, we discuss plausible explanations for the contradictions expressed by interviewees and propose further research pathways. Copyright © 2023 Walter de Gruyter GmbH, Berlin/Boston.
Original languageEnglish
Title of host publicationLanguage learning and leisure: Informal language learning in the digital age
EditorsDenyze TOFFOLI, Geoffrey SOCKETT, Meryl KUSYK
Place of PublicationBerlin
PublisherDe Gruyter Mouton
Pages269-289
ISBN (Electronic)9783110752441
ISBN (Print)9783110752342
DOIs
Publication statusPublished - 2023

Citation

Zadorozhnyy, A., & Yu, B. (2023). Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan. In D. Toffoli, G. Sockett, & M. Kusyk (Eds.), Language learning and leisure: Informal language learning in the digital age (pp. 269-289). De Gruyter Mouton. https://doi.org/10.1515/9783110752441-012

Keywords

  • Informal digital learning of English
  • L2 teacher identity
  • Preservice English language teachers
  • Metacognitive awareness
  • Kazakhstan

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