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Previous studies on informal digital learning of English (IDLE) have explored the effects of either extracurricular IDLE or extramural IDLE in English as a foreign language (EFL) education. However, limited research has examined the comparative effects of extracurricular IDLE and extramural IDLE on reading comprehension in EFL contexts. To address this gap, the present study pursued a two-fold purpose: first, to investigate how extracurricular IDLE and extramural IDLE enhance reading comprehension among EFL university students in Iran; and second, to explore their perceptions of the effectiveness of these two approaches. To meet these objectives, 124 EFL university students, including both males and females, were homogenized using the Key English Test. Students with similar language proficiency levels were randomly assigned to one of three groups: an extracurricular IDLE group (n = 22), an extramural IDLE group (n = 22), or a control group (n = 22). The participants completed a reading comprehension pre-test, underwent a four-month intervention, and then took a reading comprehension post-test. Following the intervention, the extracurricular IDLE and extramural IDLE groups also completed the IDLE Reading Comprehension Scale. Results revealed that both experimental groups outperformed the control group in terms of gains in reading comprehension on the post-test. However, no statistically significant difference in reading comprehension was found between the two experimental groups after the intervention. Additionally, both groups reported positive perceptions regarding the effectiveness of IDLE, with no significant differences observed between their responses. The study ends with practical implications for EFL stakeholders.
Rezai et al. (Wed,) studied this question.