Abstract Profound changes in the literacy practices of young people in the early part of this century mean that many are encountering and using English in their personal lives while studying the language formally in school or university, potentially shaping their language development and attitudes. This article reports a research project which investigated how metropolitan youth in Indonesia were using English online, how this related to their global motivation to learn English, and in particular how it related to their attitudes to classroom English lessons. A mixed method design included a 56-item survey of students at a leading university (n = 308) and follow up interviews with four participants who showed different profiles of activity and motivation. Levels and type of online activity were broadly in line with findings in other contexts, with students favoring entertainment and self-instruction rather than socially-oriented activity; this correlated broadly with a positive attitude to classroom learning, but cluster analysis showed that some individuals exhibited a different pattern of response which was explored in interview. The article discusses ways in which teachers of learners at lower levels of proficiency, operating under major curriculum constraints, may integrate learners’ online informal learning of English into their classroom practice, and how teacher educators might help them do this.

中文翻译：

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在线使用英语对学习动机的影响

摘要 本世纪初，年轻人的识字实践发生了深刻变化，这意味着许多人在学校或大学正式学习语言的同时，在个人生活中接触并使用英语，这可能会影响他们的语言发展和态度。本文报告了一项研究项目，该项目调查了印度尼西亚的都市青年如何在线使用英语，这与他们学习英语的全球动机有何关系，特别是与他们对课堂英语课程的态度有何关系。混合方法设计包括对一流大学 (n = 308) 的学生进行的 56 项调查，以及对表现出不同活动和动机特征的四名参与者的后续访谈。在线活动的水平和类型与其他情况下的调查结果基本一致，学生更喜欢娱乐和自我指导，而不是面向社会的活动；这与对课堂学习的积极态度大致相关，但聚类分析表明，有些人表现出不同的反应模式，这在访谈中进行了探讨。本文讨论了在主要课程限制下，低熟练度学习者的教师如何将学习者的在线非正式英语学习融入课堂实践，以及教师教育者如何帮助他们做到这一点。但聚类分析表明，有些人表现出不同的反应模式，这在访谈中进行了探讨。本文讨论了在主要课程限制下，低熟练度学习者的教师如何将学习者的在线非正式英语学习融入课堂实践，以及教师教育者如何帮助他们做到这一点。但聚类分析表明，有些人表现出不同的反应模式，这在访谈中进行了探讨。本文讨论了在主要课程限制下，低熟练度学习者的教师如何将学习者的在线非正式英语学习融入课堂实践，以及教师教育者如何帮助他们做到这一点。