ABSTRACT
Chapter 6 is organized into two main subsections. The first focuses on a three-stage continuum model that integrates IDLE into formal contexts. During the first (in-class CALL) and second stages (extracurricular CALL), IDLE could serve as a significant supplement to formal language learning. The ultimate pedagogical goal for teachers is to accomplish the third stage (extramural CALL) and help students build their own IDLE environment through which they can continuously learn and use English in a range of IDLE spaces independent of formal language instruction. The second subsection elaborates how teachers can provide affective support (e.g., encouraging students to use technology outside the classroom), cognitive support (e.g., providing students with resources, tips, and meta-cognitive advice in selecting and using technology effectively outside the classroom), and behavioral support (e.g., engaging with students by using technology-enhanced activities or assigning them to employ technology-enhanced or technology-mediated activity assignments outside the classroom).
