Studying the use of and motivation for vlog-assisted informal language learning (VAILL): questionnaire development and validation

作者：Lanfang Sun, Wai Ming Cheung, Chin-Hsi Lin · 发表于：Innovation in Language Learning and Teaching · 年份：2026 · DOI：10.1080/17501229.2026.2678319 · 被引用次数：1 · 研究领域：EFL/ESL Teaching and Learning、Second Language Learning and Teaching、Literacy, Media, and Education

Purpose Video blogs, commonly called vlogs, are increasingly popular tools for informal digital learning of English (IDLE), offering learners multimodal, interactive, and culturally embedded learning experiences. This has prompted growing scholarly interest in vlog-assisted informal language learning (VAILL). Nevertheless, little is known about how learners engage with vlogs or what motivates such engagement. This study addresses that gap by developing and validating two vlog-specific measurement instruments: the VAILL-Use scale (VAILL-U) and the VAILL-Motivation scale (VAILL-M).Design/Methodology/Approach A two-phase mixed-methods design was employed. Phase 1 involved generating initial item pools based on a review of existing instruments and data from semi-structured interviews with 14 Chinese EFL learners. In Phase 2, the team used exploratory and confirmatory factor analysis of data from a survey of 487 Chinese EFL learners to establish the factor structure, reliability, and validity of both scales.Findings The validated 13-item VAILL-U was found to have three dimensions: content consumption, interactive participation, and language application. The validated 14-item VAILL-M had four dimensions: authenticity, expertise, interactivity, and cultural immersion. Both instruments exhibited strong internal consistency, construct validity, and convergent and discriminant validity.Originality/Value Theoretically, this study advances IDLE research by moving beyond the broad recepti...