Modelling Behavioural Pathways to L2 Listening Comprehension: L2 Listening Self‐Efficacy, L2 Listening Enjoyment and the Mediating Role of Informal Digital L2 Listening Behaviour

ABSTRACT Despite growing interest in informal digital learning of English (IDLE), less is known about how skill‐specific digital listening behaviour contributes to second language (L2) listening comprehension. Drawing on social cognitive theory, this study examined the relationships among L2 listening self‐efficacy, L2 listening enjoyment, IDLE listening behaviour and L2 listening comprehension in a Chinese English as a foreign language (EFL) context. Specifically, it investigated whether IDLE listening behaviour functions as a behavioural pathway through which listening‐related beliefs and emotions are associated with listening outcomes. Data were collected from 478 first‐year university students and analysed using structural equation modelling. The results showed that both L2 listening self‐efficacy and L2 listening enjoyment were positively associated with L2 listening comprehension, and IDLE listening behaviour significantly mediated these relationships. These findings extend IDLE research by moving beyond general digital exposure to foreground informal digital L2 listening behaviour as a skill‐specific construct. They also contribute to L2 listening research by identifying this behaviour as a mediating pathway through which L2 listening self‐efficacy and L2 listening enjoyment are associated with listening comprehension.