Empowering Students’ Extensive Reading Facilitated by TED-Ed Lessons as IDLE Activities and the Impacts on Students’ Vocabulary: Stories from Indonesia

Language learners develop their English vocabulary by drawing information from informal resources that offer various recorded interactions, but less is known about their development through a continuum model of digital reading activity. In this paper, researchers focused on how students’ extensive reading was empowered by having TED-Ed lessons to provide informal digital learning of English (IDLE) activities and the impacts of such a learning approach on students’ vocabulary, with various interactions. This study recruited 33 Indonesian senior high school teachers and 262 students from eight schools. Our study indicates that Student-Content (SC) and Student-Student (SS) interaction with in-class and out-of-class strengthen each other in terms of reading skills and vocabulary development, and Student-Teacher (ST) interaction developed students’ responses to teachers’ affective, capacity, and behavioural supports to introduce IDLE for reading comprehension. Moreover, this study suggests that planning vocabulary learning must be more explicit from extracurricular IDLE by encouraging students’ self-reflection.