The Impact of Informal Digital Learning of English (IDLE) on EFL Learners’ Engagement: Mediating Roles of Flow, Online Self-Efficacy and Behavioral Intention

In the evolving landscape of online language learning, Informal Digital Learning of English (IDLE) plays a crucial role, particularly among EFL learners. Previous research has investigated the direct impact of IDLE on online learning engagement. However, little attention has been given to the underlying mechanisms that drive this relationship. To address the gap, this study examined the mediating roles of online learning flow，self-efficacy (OLSE) and behavioral intention in the relationship between IDLE and engagement, with survey data collected from 1,194 Chinese EFL learners. Findings reveal that flow, OLSE and behavioral intention serves as key mediators between IDLE and engagement in the digital setting. These results provide deeper insights into how informal digital learning shapes engagement in digital contexts, offering valuable implications for both educational theory and digital learning practices.