{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,17]],"date-time":"2026-04-17T02:02:03Z","timestamp":1776391323420,"version":"3.51.2"},"reference-count":62,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2026,3,7]],"date-time":"2026-03-07T00:00:00Z","timestamp":1772841600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,3,7]],"date-time":"2026-03-07T00:00:00Z","timestamp":1772841600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,4]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Informal digital learning of English (IDLE) contributes significantly to language development, and teachers play an essential role in supporting IDLE, especially in the K\u201012 context. Yet, insights into K\u201012 teachers' instructional practices in support of IDLE and influencing factors thereof are limited.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>Considering that professional learning influences teachers' instructional decision\u2010making, this study aimed to examine how formal and informal sources of professional learning related to teachers' instructional practices in supporting IDLE.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>We adopted a mixed\u2010methods sequential explanatory design that involved a questionnaire and semi\u2010structured interview. A total of 1760 K\u201012 language teachers completed an online survey, and nine teachers were recruited for follow\u2010up interviews to explain and elaborate on the quantitative findings.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>SEM analyses of survey responses revealed that informal professional learning sources fully mediated the association between formal professional development and teachers' instructional strategies in support of IDLE. Informal professional learning sources had varying impacts, with interaction with students and reflection emerging as the most significant contributors. However, their influence varied across different types of instructional practices. The findings emphasise the need for utilising different informal professional learning sources to enhance K\u201012 teachers' attention and engagement in supporting students' IDLE.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70219","type":"journal-article","created":{"date-parts":[[2026,3,8]],"date-time":"2026-03-08T10:24:30Z","timestamp":1772965470000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Sources of Professional Learning and K\u201012 Teachers' Instructional Practices in Promoting Informal Digital Learning of English"],"prefix":"10.1002","volume":"42","author":[{"given":"Chun","family":"Lai","sequence":"first","affiliation":[{"name":"Faculty of Education The University of Hong Kong  Pokfulam Hong Kong SAR China"}]},{"given":"Manfei","family":"Xu","sequence":"additional","affiliation":[{"name":"School of Foreign Studies, South China Normal University  Guangzhou Guangdong China"}]},{"given":"Tan","family":"Jin","sequence":"additional","affiliation":[{"name":"School of International Culture, South China Normal University  Guangzhou Guangdong China"},{"name":"Philosophy and Social Science Laboratory of Ministry of Education on Reading and Development in Children and Adolescents, South China Normal University  Guangzhou Guangdong China"}]},{"given":"Zhan","family":"Shi","sequence":"additional","affiliation":[{"name":"Faculty of Education The University of Hong Kong  Pokfulam Hong Kong SAR 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