Exploring Digital Literacy in Informal Digital Learning of English among Chinese Undergraduate Students

This mixed-methods study investigates the use of digital literacy in informal digital learning of English (IDLE) among 143 Chinese undergraduate students through exploration of their use and perceptions of digital literacy in IDLE. Results from a digital literacy and informal digital learning of English questionnaire and semi-structured interviews show that Chinese undergraduate students have proficient levels of digital literacy skills and participate in IDLE with moderate frequency, while they underutilize digital literacy skills in their IDLE practices. Further, they hold positive and supportive attitudes toward digital literacy in IDLE, revealing that digital literacy skills are useful and helpful in their IDLE practices. Implications lead to strengthen the development of digital literacy skills and strategies for students’ participation in IDLE, support positive perceptions of digital literacy for IDLE, and highlight the potential of digital literacy to support IDLE.