Informal digital learning of English and positive psychology: A systematic review of empirical research (2015-2025)

Background Informal digital learning of English (IDLE) has attracted growing attention in computer-assisted language learning (CALL) research due to its potential to support learners’ affective and motivational development beyond formal instruction. Given the rapid expansion of this research area, this systematic review synthesized empirical evidence on the relationships between IDLE engagement and Positive Psychology (PP)-related learner variables. Methods The Web of Science Core Collection and Scopus were searched on 31 January 2025 for empirical studies published from 2015 onwards. Following PRISMA 2020 guidelines, 45 studies met the inclusion criteria. Each was coded for publication and participant characteristics, the direction of reported associations between IDLE and PP-related constructs, research design, and methodological quality. Results The findings revealed a sharp increase in IDLE research in recent years, with 71% of the included studies published between 2022 and 2024. Most studies were conducted in Asian contexts (76%) and focused on university-level learners (62%). Because many studies examined more than one construct, the 45 studies yielded 86 study–construct entries. Of these, 59 (68.6%) reported positive associations between IDLE and constructs such as enjoyment, confidence, grit, and motivation; 11 (12.8%) reported negative associations with negatively valenced states (anxiety, boredom, and burnout); and 16 (18.6%) reported non-significant or mixed findings. All studies examining enjoyment reported positive associations, and most studies examining foreign language anxiety reported negative associations. Most studies (36 of 45) were rated as high in methodological quality, and the same pattern emerged when only these studies were considered. However, the literature was dominated by cross-sectional designs, limiting causal interpretation. Conclusions Despite these limitations, the review suggested that IDLE may provide a meaningful technology-mediated learning context that is associated with learners’ affective engagement and motivational regulation. Future CALL research should adopt longitudinal and experimental approaches, examine diverse learner populations, and explore how specific digital affordances shape PP-related outcomes.