Social support, affective factors, and informal digital learning of Chinese ( IDLC )

Abstract This study examines how social support and affective factors (enjoyment, boredom, embarrassment, and shyness) shape young learners' informal digital learning of Chinese (IDLC) in New Zealand. Drawing on proactive language learning theory, we conceptualized IDLC as learners' autonomous involvement with Mandarin Chinese through digital technologies beyond the classroom. Survey data from 529 primary and secondary school students in Auckland were analysed using structural equation modelling. Results showed that social support significantly predicted IDLC both directly and indirectly via enjoyment as a partial mediator. Social support was also associated with higher enjoyment and lower levels of boredom and shyness, although these effects were modest. In contrast, boredom, embarrassment and shyness did not directly predict IDLC. These findings highlight the importance of supportive social environments and positive affect in fostering young learners' participation in out‐of‐class Chinese learning, while negative emotions appear less constraining in this context. The study extends informal language learning research to languages other than English and offers implications for Chinese language education in New Zealand. Practitioner notes What is already known about this topic Informal digital language learning has become an important complement to classroom‐based language instruction, particularly for young learners who regularly engage with digital media. Social support from family members, peers and teachers is known to facilitate students' motivation and persistence in language learning. Affective factors such as enjoyment, boredom, embarrassment and shyness influence learners' participation in second language learning, especially in formal classroom contexts. What this paper adds This study extends research on informal digital language learning to Chinese as a target language other than English, focusing on young students in the New Zealand context. It shows that social support and enjoyment are key predictors of IDLC, with enjoyment partially mediating the effect of social support. The findings suggest that negative affective factors (boredom, embarrassment and shyness) do not directly constrain IDLC, highlighting important differences between formal classroom learning and informal digital learning environments. Implications for practice and policy Teachers and schools can play an active role in legitimizing and encouraging IDLC by recognizing and valuing students' out‐of‐class digital engagement with Chinese. Pedagogical efforts should prioritize fostering enjoyment by connecting classroom instruction with students' digital interests, such as short videos, music, games and online interaction. Collaboration with families and community language schools can strengthen supportive learning ecologies that encourage informal digital learning. Educational policies should view informal digital learning not as peripheral, but as a valuable extension of formal language education, particularly for languages with limited instructional time such as Chinese.