Enjoyable informal digital learning of English and young EFL learners' mindsets, goals, and classroom engagement: a mixed-methods intervention study

Introduction Enjoyment during informal digital learning of English (IDLE) may influence learners' participation in formal English as a foreign language (EFL) education, linking informal and formal learning contexts. This mixed-methods intervention study examined whether enjoyable IDLE experiences were associated with changes in young EFL learners' language mindsets, achievement goals, and classroom engagement. Methods Seventy middle school students identified as having low motivation in English learning completed a 30-day intervention with pre- and post-intervention questionnaires. The experimental group used an AI-supported metaverse application, while the control group completed textbook-based learning activities supported through WeChat. Nine experimental-group students subsequently participated in semi-structured interviews. Results Quantitative findings indicated that the experimental group showed greater improvements in language mindsets, mastery goals, and responsive engagement than the control group, whereas no clear between-group difference was found in performance goals. Qualitative findings suggested that enjoyable digital experiences reduced students' aversion to English learning, strengthened their perceived capacity for improvement, and encouraged participation across informal and formal contexts. However, instrumental orientations toward examination results continued to influence students' goals. Discussion The findings illustrate how enjoyable digital learning may support motivational change across learning contexts while remaining shaped by the broader educational culture.