Gender-based Analysis of Differences in IDLE Activities (Undertaken by EFL Students)
Abstract
In recent years, there has been an increase in the availability of research on informal digital learning of English (IDLE); however, the significant difference between IDLE activities undertaken by male and female students was currently unexplained. The purpose of this study was to see if there was a significant difference between EFL male and female students' use of Informal Digital Learning of English (IDLE). This study used a quantitative approach with an ex-post-facto design to address the research goal. The questionnaire was distributed to 656 students (181 males and 475 females) from the English Language Education Department at an Indonesian public university. The questionnaire data was then analyzed using descriptive statistics and parametric statistics, specifically the independent sample t-test. As a result, the findings indicated that there was a statistically significant difference between male and female students' participation in IDLE activities. There were 6 significant items with p-values less than 0.05 (p<0.05) among the 24 items. As a result of the current study's findings, EFL male and female students perform differently in IDLE activities, in which, male students outnumbered females in 5 IDLE activities.
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References
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Casillas, S., Cabesaz, M., Ibarra, M. S., & Rodriguez, G. (2017). Evaluation of Digital Competence from a Gender Perspective *. 1–5.
Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign Language Enjoyment and Anxiety: The Effect of Teacher and Learner Variables. Language Teaching Research, 22(6), 676–697. https://doi.org/10.1177/1362168817692161
Dolch, C. (2020). Toys for the Boys, Tools for the Girls? Gender and Media Usage Patterns in Higher Education. Turkish Online Journal of Distance Education, 21(3), 94–111. https://doi.org/10.17718/TOJDE.762031
Jensen, S. H. (2017). Gaming as an English Language Learning Resource Among Young Children in Denmark. CALICO Journal, 34(1), 1–19. https://doi.org/10.1558/cj.29519
Jie, Z., & Sunze, Y. (2021). Investigating Pedagogical Challenges of Mobile Technology to English Teaching. Interactive Learning Environments, 0(0), 1–13. https://doi.org/10.1080/10494820.2021.1903933
Lamb, M., & Arisandy, F. E. (2020). The Impact of Online Use of English on Motivation to Learn. Computer Assisted Language Learning, 33(1–2), 85–108. https://doi.org/10.1080/09588221.2018.1545670
Lee, J. S. (2019a). EFL Students’ Views of Willingness to Communicate in the Extramural Digital Context. Computer Assisted Language Learning, 32(7), 692–712. https://doi.org/10.1080/09588221.2018.1535509
Lee, J. S. (2019b). Informal Digital Learning of English and Second Language Vocabulary Outcomes: Can Quantity Conquer Quality? British Journal of Educational Technology, 50(2), 767–778. https://doi.org/10.1111/bjet.12599
Lee, J. S. (2019c). Quantity and Diversity of Informal Digital Learning of English. Language Learning and Technology, 23(1), 114–126. https://doi.org/10.125/44675
Lee, J. S., & Dressman, M. (2018). When IDLE Hands Make an English Workshop: Informal Digital Learning of English and Language Proficiency. TESOL Quarterly, 52(2), 435–445. https://doi.org/10.1002/tesq.422
Lee, J. S., Xie, Q., & Lee, K. (2021). Informal Digital Learning of English and L2 Willingness to Communicate: Roles of Emotions, Gender, and Educational Stage. Journal of Multilingual and Multicultural Development, 0(0), 1–17. https://doi.org/10.1080/01434632.2021.1918699
Mackey, A., & Gass, S. (2016). Second Language Research Methodology and Design. In Paper Knowledge . Toward a Media History of Documents (2nd editio, Vol. 3, Issue April). Taylor & Francis.
Mahmud, M., & Nur, S. (2018). Exploring Students’ Learning Strategies and Gender Differences in English Language Teaching. International Journal of Language Education, 2(1), 51–64. https://doi.org/10.26858/ijole.v2i1.4346
Muñoz, C. (2020). Boys Like Games and Girls Like Movies Age and Gender Differences in Out-of-School Contact with English. Revista Espanola de Linguistica Aplicada, 33(1), 172–202.
Rahmawan, A. D., & Perianto, E. (2021). Identifying Students’ Problems on Critical Thinking as a Way to Foster Higher Order Thinking Skills. PIONEER: Journal of Language and Literature, 13(2), 260. https://doi.org/10.36841/pioneer.v13i2.1288
Rahmawati, R., Drajati, A., & Asib, A. (2019). A Portrait of Higher Education Students’ Experiences of Doing Informal Digital Learning of English (IDLE) Speaking Practices In Indonesia. English Education: Jurnal Tadris Bahasa Inggris, 12(2), 115. https://ejournal.radenintan.ac.id/index.php/ENGEDU
RamÃrez-Correa, P. E., Arenas-Gaitán, J., & Rondán-Cataluña, F. J. (2015). Gender and Acceptance of E-learning: A Multi-Group Analysis Based on a Structural Equation Model Among College Students in Chile and Spain. PLoS ONE, 10(10), 1–17. https://doi.org/10.1371/journal.pone.0140460
Reychav, I., & McHaney, R. (2017). The Relationship Between Gender and Mobile Technology Use in Collaborative Learning Settings: An Empirical Investigation. Computers and Education, 113, 61–74. https://doi.org/10.1016/j.compedu.2017.05.005
Saputri, T., Khan, A. K. B. S., & Kafi, M. A. (2020). Comparison of Online Learning Effectiveness in the ELE During Covid-19 in Malaysia and Indonesia. Pioneer: Journal of Language and Literature, 12(2), 103. https://doi.org/10.36841/pioneer.v12i2.700
Sockett, G., & Toffoli, D. (2012). Beyond Learner Autonomy: A Dynamic Systems View of the Informal Learning of English in Virtual Online Communities. ReCALL, 24(2), 138–151. https://doi.org/10.1017/S0958344012000031
Suana, W. (2018). Students Internet Access, Internet Self-Efficacy, and Internet for Learning Physics: Gender and Grade Differences. Journal of Technology and Science Education, 8(4), 184–193. https://doi.org/https://doi.org/10.3926/jotse.399
Sundqvist, P. (2019). Commercial-Off-the-Shelf Games in the Digital Wild and L2 Learner Vocabulary. Language Learning and Technology, 23(1), 87–113. https://doi.org/10.125/44674
Trinder, R. (2017). Informal and Deliberate Learning with New Technologies. ELT Journal, 71(4), 401–412. https://doi.org/10.1093/elt/ccw117
Xodabande, I. (2018). Iranian EFL Learners’ Preferences of Different Digital Technologies for Language Learning Beyond the Classroom. International Journal of Education and Literacy Studies, 6(3), 20–31. https://doi.org/10.7575/AIAC.IJELS.V.6N.3P.20
Published
2022-12-31
How to Cite
NINGSIH, Ni Putu Ristia Ayu; KUSUMA, I Putu Indra; JUNIARTA, Putu Adi Krisna.
Gender-based Analysis of Differences in IDLE Activities (Undertaken by EFL Students).
Pioneer: Journal of Language and Literature, [S.l.], v. 14, n. 2, p. 510 – 525, dec. 2022.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/2289>. Date accessed: 27 apr. 2025.
doi: https://doi.org/10.36841/pioneer.v14i2.2289.
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