Informal Digital Learning of English Among Tourism Guidance Students: The Role of L2 Motivation in ESP

Advances in technology have expanded language learning beyond traditional classrooms, enabling self-directed engagement through digital tools. Informal Digital Learning of English (IDLE) plays a key role in this process, particularly in English for Specific Purposes (ESP) contexts where language learning is closely tied to future professional demands. This study examined how career-oriented motivation is associated with ESP learners’ engagement in IDLE. Using a quantitative design, data were collected from 76 undergraduate tourism students in Türkiye. Descriptive statistics and multiple regression analyses revealed that the Ideal L2 Self was a significant predictor of IDLE engagement, whereas the Ought-to L2 Self was not. The findings highlight the significance of future professional identity in relation to informal digital learning and provide context-specific insight into how motivation operates in ESP settings. The study also suggests that ESP instruction may benefit from supporting learners’ career-oriented motivational visions.