The predictive role of L2 motivation in receptive and productive informal digital learning of English: A chain mediation model

Abstract

This article draws attention to the ways in which Hong Kong university students are motivated to engage in informal digital learning of English (IDLE) activities. Drawing upon the second language (L2) Motivational Self System (Dörnyei, 2009), it seeks to examine how Hong Kong students’ L2 motivational components, including the ideal L2 self, the ought-to L2 self, and L2 learning experiences, predict their receptive IDLE activities (RIA), and productive IDLE activities (PIA). Using an adapted and validated questionnaire, we collected data from 310 undergraduate students in a Hong Kong public university and analyzed the data following a structural equation modeling approach (Collier, 2020). Results supported that Hong Kong university students’ ideal L2 selves could positively predict their L2 learning experiences, RIA and PIA, while the ought-to selves could only directly influence L2 learning experiences. Our findings based on the mediation analysis also highlighted that L2 learning experiences and RIA could partially mediate the impact of the ideal L2 self on PIA and fully channel the indirect effect of the ought-to L2 self on PIA. These findings not only add to the existing understanding of IDLE in a localized Hong Kong context but also disclose the dynamic interactions between L2 motivation, and receptive and productive out-of-class learning activities in the digital age.