From burden to beacon: Mapping Chinese students' L2 shame, guilt, motivation, and gender in Informal Digital Learning of English (IDLE)

作者：Minlin Zou, Ali Soyoof, Ming Ming Chiu, Xueyun He · 发表于：Innovation in Language Learning and Teaching · 年份：2025 · DOI：10.1080/17501229.2025.2566351 · 被引用次数：9 · 研究领域：EFL/ESL Teaching and Learning、Second Language Learning and Teaching、Innovative Teaching and Learning Methods

Purpose While emotions and motivations influence second language (L2) learning, little is known about roles of self-conscious emotions, specifically L2 shame and guilt, in informal digital learning of English (IDLE). This study aims to examine how L2 shame and guilt interact with L2 motivation to influence learners’ IDLE engagement across gender.Design/Methodology 2,168 questionnaires were collected from Chinese undergraduate English as a Foreign Language (EFL) students. Structural equation modeling was employed to explore the relationships between L2 shame, L2 guilt, ideal and ought-to L2 selves, and IDLE and identify gender′s moderation.Findings Among these students, those with greater L2 shame had stronger ought-to L2 selves but weaker ideal L2 selves, both of which, in turn, yielded less IDLE engagement. By contrast, students with greater L2 guilt had both stronger ought-to L2 selves and stronger ideal L2 selves, both of which, in turn, yielded more IDLE. Relative to males, females reported more L2 shame and L2 guilt. Compared to males, females with stronger sense of L2 shame showed less IDLE, fully mediated by weaker ideal L2 self and stronger ought-to L2 self. Relative to males, females with greater L2 guilt had more IDLE, partially mediated by stronger ideal L2 self and stronger ought-to L2 self.Originality/value This is the first study to integrate negative self-conscious emotions and gender into the L2 motivation to shape learners’ IDLE engagement. It offers valuable...