Exploring the mediating role of savoring beliefs on EFL learners’ informal digital learning of English and willingness to communicate: a cross-cultural perspective

This cross-cultural study examines how savoring beliefs mediate the relationship between Informal Digital Learning of English (IDLE) and English as a Foreign Language (EFL) learners’ Willingness to Communicate (WTC). Drawing on data from 770 Iranian and Turkish EFL university students, the study employs Structural Equation Modeling (SEM) to analyze the intricate connections between digital learning engagement, positive psychological constructs, and communicative behavior. Results indicate that IDLE significantly predicts savoring beliefs in both cultural contexts, with a stronger effect observed among Iranian learners. However, savoring beliefs did not mediate the relationship between IDLE and WTC in either group. Furthermore, while savoring beliefs negatively predicted WTC for Turkish EFL students, the relationship was weaker and statistically insignificant among Iranian participants. These findings underscore the nuanced influence of cultural dimensions, particularly power distance, masculinity, uncertainty avoidance, and long-term orientation, on language learning behaviors. The study enriches computer-assisted language learning, and Positive Psychology research by highlighting the role of digital engagement and emotional regulation in shaping communicative willingness. Pedagogical implications suggest integrating IDLE into formal instruction and developing savoring strategies to enhance learners’ positive emotional experiences.