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As technology has advanced, so have opportunities for language socialization and practice. This reciprocal relationship has resulted in the emergence of a subfield of Computer Assisted Language Learning (CALL): Informal Digital Learning of English (IDLE). IDLE has manifested in various forms, including the more notable extramural and extracurricular varieties. Given the recent attention given to IDLE by Applied Linguists and language educators, this scoping review provides a roadmap for future research and explores the potential of IDLE to support English language teaching and learning in informal digital contexts. A Web of Science core eight database search for relevant research published between 1980 and 2019 using 35 IDLE-related key terms resulted in 38 studies of which 30 aligned with the inclusion criteria. Results showed the studies were conducted mostly under a mixed-method and qualitative paradigm and were published between 2017 and 2019. Only two studies used longitudinal data collection methods. Topics investigated included the linguistic dimension of CALL, the affective and cultural dimension of CALL, and the agency and digital literacies dimension of CALL. The small, yet salient, body of emergent IDLE literature points towards three trends: a growing relevance of langua-technocultural competence, the importance of digital literacies to communicative competence, and the importance of non-professional translation and interpreting to digital language learning. [ABSTRACT FROM AUTHOR]

The integration of technology in English as a foreign language (EFL) education has catalyzed informal digital learning of English (IDLE). EFL teachers increasingly partake in IDLE for diverse reasons: enhancing language skills, broadening pedagogical methods, accessing professional growth, and pursuing personal interests, potentially boosting job engagement. Yet, scant attention has been paid to IDLE's impact on EFL teacher-related aspects like job engagement, technological pedagogical content knowledge, and digital competence. This research probes the link between IDLE and EFL teacher job engagement, exploring the mediating roles of technological pedagogical content knowledge and digital competence. 375 EFL teachers were selected via convenience sampling and invited to complete scales measuring IDLE, technological pedagogical content knowledge, digital competence, and job engagement. The results of structural equation modeling revealed that technological pedagogical content knowledge and digital competence strongly mediated the relationship between IDLE and job engagement among EFL teachers. Additionally, a significant positive correlation was found between IDLE and the EFL teachers' job engagement. Furthermore, the findings disclosed a substantial positive correlation between IDLE and the EFL teachers' technological pedagogical content knowledge and digital competence. The findings underscore that IDLE can be incorporated in EFL education to improve EFL teachers' efficiency. • This study is the first to examine the impact of IDLE on job engagement (JE) among English as a foreign language (EFL) teachers. • Technological pedagogical content knowledge (TPACK) and digital competence (DC) fully mediate the relationship between IDLE and JE among EFL teachers. • The study suggests that IDLE can enhance EFL teachers' JE by improving their TPACK and DC, and provides practical implications for EFL education. [ABSTRACT FROM AUTHOR]