Exploring the Associations between Informal Digital English Learning (IDLE), Personality Traits, and Critical Thinking among Chinese EFL Learners

ABSTRACT Though critical thinking has been extensively studied in foreign language learning, its interplay with informal digital learning of English (IDLE) and personality traits remains insufficiently explored, an issue made more urgent by the growing integration of AI into informal learning contexts. To address the gap, this study investigates the impact of IDLE on critical thinking in relation to personality traits among 406 English‐as‐a‐foreign‐language learners in China. Participants completed validated measurements of IDLE engagement, the Chinese Critical Thinking Structure Inventory (CCTSI), and the Chinese Big Five Personality Inventory . Pearson correlation analyses revealed that productive IDLE activities showed stronger correlations with critical analysis skills and application of critical thinking than receptive activities. Among the Big Five traits, Openness to Experience demonstrated the strongest association with critical thinking. Structural equation modeling further revealed that Conscientiousness, Openness, and Extraversion significantly mediate IDLE's impact on critical thinking. These findings demonstrate the efficacy of IDLE in enhancing critical thinking by fostering positive personality traits among Chinese EFL students. The study calls for a personality‐tailored approach to integrate IDLE activities across formal and informal learning stages, enabling educators to optimize digital environments for developing both language proficiency and critical thinking skills.