Saudi Female EFL Students’ Informal Digital Learning of English: Practices and Perceptions

Abstract

This study investigates how Saudi female EFL university students engage in the Informal Digital Learning of English (IDLE), focusing on the types and frequency of activities, the nature of engagement, perceptions of effectiveness, and motivational factors driving participation. Positioned within a gender-segregated and rapidly transforming educational context, the research explores IDLE as an emerging and influential complement to formal English language instruction in Saudi Arabia. Grounded in Self-Learning Theory (SLT), Self-Determination Theory (SDT), and constructivist and communicative approaches, the study examines four research questions using a mixed-methods design. The study involved 102 students from Qassim University, Saudi Arabia, who completed the questionnaire in the quantitative phase, alongside 8 students who participated in semi-structured interviews for the qualitative phase. The findings show that IDLE offers a natural and self-directed learning environment characterized by autonomy, enjoyment, and exposure to authentic language input. Students predominantly engaged with passive digital activities such as watching English media, listening to podcasts or music, and consuming social media content. While these activities provided rich linguistic input, students’ reliance on passive engagement limited opportunities for active language production, revealing an asymmetry partly shaped by sociocultural norms that have historically constrained Saudi women’s participation in interactive spaces. Learners in IDLE generally fell toward the incidental pole of the learning spectrum, with their engagement largely driven by enjoyment and their language gains emerging naturally from meaningful exposure, often noticed only in retrospect. However, a notable subgroup demonstrated integrated intentionality, embedding purposeful methods within informal digital experiences. Those who approached their engagement with greater awareness and reflection reported deeper and more lasting learning, underscoring the importance of conscious attention in informal contexts. This blend of incidental and intentional engagement indicates that the effectiveness of IDLE lies not in the particular type or combination of activities but in how learners manage their attention and reflection. Motivation to learn English was shaped by intrinsic factors such as curiosity, cultural interest, and self-growth, as well as extrinsic factors including academic and career advancement. Motivation to engage in IDLE was driven by enjoyment, autonomy, self-expression, and intercultural connection. The virtual environment allowed learners to express themselves, overcome social constraints, and access meaningful cultural and linguistic experiences that are not always available in traditional educational settings. Overall, my study concludes that IDLE is a valuable, learner-centred, and motivational pathway for English language development. While it supports autonomy, self-directed engagement, and global connectivity, it may require complementary structure to ensure balanced linguistic growth. The findings advance our understanding of IDLE in the Saudi context, highlighting its value as an effective supplement to formal EFL instruction and offering practical insights for educators, institutions, and policymakers aiming to enhance English learning within culturally and socially conservative settings.