Abstract

The paper explores approaches to integrating informal digital language learning (IDLL) into formal instruction, emphasizing their complementary role in developing learner autonomy and communicative competence. It examines structured integration models, including learning journals, project-based learning and virtual language exchanges, while highlighting the teacher’s role in facilitating self-directed learning. The study identifies key assessment challenges, including the formalizing paradox, limitations of traditional assessment tools, unequal digital access and concerns about validity. It concludes that effective integration requires reliable assessment tools, enhanced teacher competencies and institutional mechanisms for recognizing informal and non-formal learning outcomes.