What does this research mean for the field?

Informal digital learning of English positively predicts intercultural competence in EFL learners, a relationship that is significantly mediated by learner grit and classroom boredom. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

This research aims to explore how informal digital learning affects intercultural competence among Iranian EFL learners, focusing on the roles of grit and classroom boredom.

June 1, 2026Open Access

Modelling the Interrelationships among Iranian EFL Learners’ Informal Digital Learning of English and Intercultural Competence: The Mediating roles of EFL Grit and Classroom Boredom

Key Points

This research aims to explore how informal digital learning affects intercultural competence among Iranian EFL learners, focusing on the roles of grit and classroom boredom.
Sample of 219 Iranian EFL learners aged 15–20 from language institutes in Urmia
Data collected using four adapted instruments
Exploratory Factor Analysis (EFA) used to analyze the data
Receptive and productive informal digital learning positively predicted intercultural competence
Grit and boredom significantly mediated the relationship between IDLE and intercultural outcomes
EFA revealed a six-factor model explaining 62.35% of total variance

Abstract

This study examined the multiple relationship between Iranian EFL learners’ informal digital learning of English (IDLE) and their intercultural competence (ICC), specifically focusing on the mediating roles of grit and boredom. The sample consisted of 219 learners (aged 15–20) from language institutes in Urmia, selected based on PLS-SEM sampling requirements. Data were collected through four adapted instruments. Exploratory Factor Analysis (EFA) supported a six-factor model explaining 62.35% of the total variance, and Cronbach’s alpha indices confirmed high internal reliability. Results indicated that both receptive and productive IDLE positively predicted ICC. Furthermore, grit and boredom significantly mediated the relationship between IDLE and intercultural outcomes. These findings suggest that digital platforms provide authentic environments for learners to practice and improve their communication skills, though this process is influenced by their persistence and emotional engagement. The study highlights the need to account for psychological factors in informal learning and suggests that future research should explore further emotional variables through multifaceted designs.

Modelling the Interrelationships among Iranian EFL Learners’ Informal Digital Learning of English and Intercultural Competence: The Mediating roles of EFL Grit and Classroom Boredom

Key Points

Abstract

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