Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan : Reconciling two identities

Artem ZADOROZHNYY, Baohua YU

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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.
Original languageEnglish
Title of host publicationLanguage Learning and Leisure : Informal Language Learning in the Digital Age
EditorsDenyze TOFFOLI, Geoffrey SOCKETT, Meryl KUSYK
PublisherDe Gruyter
Chapter12
Pages269-289
Number of pages21
ISBN (Electronic)9783110752441
ISBN (Print)9783110752342
DOIs
Publication statusPublished - 30 Jul 2023
Externally publishedYes

Publication series

NameStudies on Language Acquisition [SOLA] Series
PublisherDe Gruyter
Volume66
ISSN (Print)1861-4248

Bibliographical note

Publisher Copyright:
© 2023 Walter de Gruyter GmbH, Berlin/Boston. All rights reserved.

Keywords

  • Informal digital learning of english
  • Khazakstan
  • L2 teacher identity
  • Metacognitive awareness
  • Preservice english language teachers

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