ABSTRACT
Chapter 5 provides a systematic review of the pedagogical advantages of IDLE-related activities. Research indicates that IDLE-oriented activities are found to be associated with affective dimensions of English learning (e.g., motivation, enjoyment, and WTC in L2). These activities are also positively correlated with linguistic (e.g., vocabulary and speaking) and cognitive aspects (e.g., scores in formal testing) of English learning, as well as enhancing students’ perceptions of English as an international language.
