Abstract

Purpose: Video blogs, commonly called vlogs, are increasingly popular tools for informal digital learning of English (IDLE), offering learners multimodal, interactive, and culturally embedded learning experiences. This has prompted growing scholarly interest in vlog-assisted informal language learning (VAILL). Nevertheless, little is known about how learners engage with vlogs or what motivates such engagement. This study addresses that gap by developing and validating two vlog-specific measurement instruments: the VAILL-Use scale (VAILL-U) and the VAILL-Motivation scale (VAILL-M).

Design/Methodology/Approach: A two-phase mixed-methods design was employed. Phase 1 involved generating initial item pools based on a review of existing instruments and data from semi-structured interviews with 14 Chinese EFL learners. In Phase 2, the team used exploratory and confirmatory factor analysis of data from a survey of 487 Chinese EFL learners to establish the factor structure, reliability, and validity of both scales.

Findings: The validated 13-item VAILL-U was found to have three dimensions: content consumption, interactive participation, and language application. The validated 14-item VAILL-M had four: authenticity, expertise, interactivity, and cultural immersion. Both instruments exhibited strong internal consistency, construct validity, and convergent and discriminant validity.

Originality/Value: Theoretically, this study advances IDLE research by moving beyond the broad receptive-productive dichotomy to offer a more nuanced, tool-specific framework for understanding learner engagement in VAILL. Practically, the validated instruments provide researchers and educators with reliable tools to assess and support learners’ VAILL and provide actionable insights for the design of digital language-learning environments that support learner-driven IDLE practices.