Mapping Informal Digital Learning of English (IDLE): A Bibliometric Analysis of Citation, Co-Occurrence, and Co-Citation (2000–2024)
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Abstract
This bibliometric study maps the global evolution of Informal Digital Learning of English (IDLE) research from 2000 to 2024. Adhering to PRISMA guidelines, we analysed 330 Scopus-indexed documents to identify publication trends, key themes, and theoretical shifts through co-citation, co-occurrence, and network analyses. The findings reveal major thematic clusters (e.g., self-regulated learning, learner autonomy, IDLE, online learning, motivation), signaling a pivot from computer-assisted language learning (CALL) to more dynamic, ecological paradigms. Findings indicate a significant geographic concentration, with China contributing 52% of publications, which points to a potential regional bias. We conceptualise IDLE not as a linear extension of CALL, but as a complex, socio-technical ecosystem where autonomy, motivation, and context dynamically interact. We recommend that future research broaden regional perspectives, employ longitudinal and mixed-method approaches, and critically examine how generative AI tools reshape learning dynamics. For educators, this study cautions against a passive, “hands-off” approach to IDLE. The prominence of metacognitive and psychological factors underscores the need for teachers to act as facilitators who guide learners in developing learner autonomy, fostering motivation, and reflecting on their learning process across formal and informal settings.
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