İngilizcenin dijital ortamda informal öğrenimi: Yabancı dil olarak İngilizce öğrenen Türk öğrenciler üzerine bir çalışma

This study aims to investigate the Informal Digital Learning of English (IDLE) practices of Turkish EFL learners and design a guideline to enhance language learning through IDLE. The study mainly focuses on examining IDLE practices of Turkish EFL learners, designing guidance for IDLE, and analysing IDLE practices and perceptions of Turkish EFL learners after implementing the guidance program. EFL students studying at English preparatory programs of two universities in Turkey participated in this study. The study used an embedded mixed-method design consisting of quantitative and qualitative data collection tools. Firstly, the IDLE Questionnaire was administered to 209 participants to find out Turkish EFL learners' practices related to IDLE. Based on these results and the relevant literature, the IDLE Model was developed, and the IDLE Guidance Program (IDLE GP) was designed. A sub-sample of participants was given IDLE GP throughout 12 weeks, and reflective journals were collected during this process. Additionally, the Guidance Evaluation Questionnaire was administered, and semi-structured interviews were held at the end of IDLE GP. The findings of the study showed that Turkish EFL learners mostly use social networking platforms and teacher's guidance has great importance on the participants' decisions related to IDLE practices which highlights the crucial role of IDLE GP. A close examination of data demonstrated learners gained IDLE awareness after IDLE GP and participants expressed the program influenced their IDLE practices positively in various ways. Furthermore, learners suggested IDLE GP's integration into formal educational settings. In the light of these findings, certain implications were explained and suggestions for further studies were shared.