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<p>The integration of digital technologies has transformed language learning and provided informal avenues that complement traditional English as a Foreign Language (EFL) instruction. This study investigates the direct effects of Informal Digital Learning of English (IDLE), intrinsic motivation, and grit on Online Learning Effort Regulation (OLER) and English achievement among 218 Saudi EFL students from the University of Ha’il. Using a quantitative approach, data were collected through online questionnaires. Confirmatory factor analysis was employed to develop and validate the measurement model, while structural equation modeling using AMOS was used to test the hypothesized relationships. The results indicated that IDLE and intrinsic motivation had significant positive effects on OLER, while grit did not significantly influence OLER. For English achievement, grit had a significant positive effect, while IDLE and intrinsic motivation had insignificant effects. These findings highlight the differential roles of digital learning and psychological factors in enhancing effort regulation versus actual language performance. The study offers valuable insights for policymakers, educators, and curriculum designers to develop strategies and interventions that improve learner engagement, persistence, and language achievement in digital EFL environments.</p>

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The effects of informal digital learning, intrinsic motivation, and grit on online learning effort regulation and English achievement

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月17日

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  • Sultan Hammad Alshammari,
  • Oqab Alrashidi

摘要

The integration of digital technologies has transformed language learning and provided informal avenues that complement traditional English as a Foreign Language (EFL) instruction. This study investigates the direct effects of Informal Digital Learning of English (IDLE), intrinsic motivation, and grit on Online Learning Effort Regulation (OLER) and English achievement among 218 Saudi EFL students from the University of Ha’il. Using a quantitative approach, data were collected through online questionnaires. Confirmatory factor analysis was employed to develop and validate the measurement model, while structural equation modeling using AMOS was used to test the hypothesized relationships. The results indicated that IDLE and intrinsic motivation had significant positive effects on OLER, while grit did not significantly influence OLER. For English achievement, grit had a significant positive effect, while IDLE and intrinsic motivation had insignificant effects. These findings highlight the differential roles of digital learning and psychological factors in enhancing effort regulation versus actual language performance. The study offers valuable insights for policymakers, educators, and curriculum designers to develop strategies and interventions that improve learner engagement, persistence, and language achievement in digital EFL environments.