BRIDGING THE GAP BETWEEN INFORMAL LANGUAGE LEARNING AND FORMAL INSTRUCTION: A CROSS-CULTURAL STUDY

Abstract

The paper considers approaches to integrating informal language learning (often referred to as ‘digital’ – IDLL) with formal instruction across various educational contexts. Research confirms that IDLL, driven by motivation, is crucial for developing learner autonomy and real-world communicative competence. The quality and variety of digital exposure are found to be more efficient than the quantity. The author states that formal and informal learning should be viewed as a single, continuous learning spectrum. Structured models are implemented in higher education to formalize IDLL. These include requiring students to maintain graded learning logs based on their digital activity, implementing project-based learning models which involve the use of authentic informal resources, and formalizing social practice through required virtual interaction. These models emphasize a teacher’s role as a facilitator tasked with providing effective, cognitive, and behavioral support for self-directed learning. It is emphasized that assessment of informal learning outcomes presents significant challenges.

The main of them is the ‘formalizing paradox’, where imposed grading structure destroys the intrinsic motivation and authenticity of spontaneous informal engagement. Traditional assessment tools suffer from a focus mismatch, failing to accurately measure pragmatic and cultural gains from IDLL. Further complexities involve equity concerns regarding unequal digital access, time availability and the issues of assessment validity. To address these challenges, the author relies on mixed-methods designs combining quantitative methods (surveys, proficiency tests) to measure frequency and outcomes, with qualitative methods (reflective journals, interviews) to assess a learner’s sense of agency and process.

The study concludes that maximizing the value of informal learning requires a dual approach: developing valid and reliable assessment tools that accurately measure informal outcomes, and improving teacher competency in evaluating autonomous work. This institutional necessity is underscored by legislative basis to formally validate learning outcomes gained through non-formal education.