Unlocking EFL achievement through informal digital learning: the mediating roles of anxiety and enjoyment among school-age students in the Chinese mainland

Technological advancements have opened new avenues for English as a foreign language (EFL) learners to engage in self-directed learning beyond traditional classrooms. Informal digital learning of English (IDLE) not only supports language learning achievement but also enhances learners’ psychological experiences by providing access to diverse multi-modal resources. This study employed a multi-phase stratified sampling technique and a parallel mediation model to examine the impact of IDLE practices on EFL learning achievement and the mediating effects of foreign language anxiety (FLA) and foreign language enjoyment (FLE) among 510 school-age students (In this study, “school-age students” refers to children and adolescents attending basic education in the Chinese mainland, spanning primary through senior high school.) in the Chinese mainland at three educational levels: primary (n = 191), junior high (n = 199), and senior high school (n = 120). Results showed that key IDLE activities—using English learning apps, listening to English audio content, reading digital English texts, watching English media, and engaging in social media interactions—positively predicted EFL learning achievement, whereas listening to dialogues among characters while playing English digital games did not yield a similar effect. Although Chinese students’ engagement time in IDLE practices was limited, the findings underscored the importance of IDLE in providing accessible English learning resources, particularly for students from under-resourced regions. Furthermore, both the duration and diversity of IDLE activities positively predicted EFL learning achievement, with FLE, but not FLA, acting as a significant mediator. These findings suggest that students’ engagement in IDLE activities supports positive emotional experiences and ultimately enhances EFL learning achievement. However, as different activities may produce varying effects, it is essential to offer careful guidance to students in selecting and applying IDLE practices effectively. Based on these results, both EFL learners and educators can leverage IDLE resources as a valuable supplement to classroom instruction, enhancing learning experience. It is further recommended that EFL teachers and policymakers adopt IDLE-integrated pedagogies to promote engagement and provide structured support for students’ IDLE practices.