This study examined the experiences of creating informal digital learning of English (IDLE) activities based on the ACTIONS model (Access, Cost, Teaching and learning, Interactivity and user-friendliness, Organizational issues, Novelty, and Speed) that was focused on vocabulary. The result of this study was intended to be a self-reflection in acknowledging the factors of creating English vocabulary quizzes on Instagram as IDLE sources for higher education students. This study was aimed to utilize social media, especially Instagram as a learning tool in ELE. In this study, the researcher used written narratives that contain her experiences in creating English vocabulary quizzes on Instagram as IDLE sources. For that reason, the participant of this study is the researcher herself who is a 21-year-old female undergraduate student of the English Education Department. The results revealed that creating IDLE activities based on the ACTIONS model leads to the flexibility of access, affordable costs, teaching and learning needs from followers’ feedback and correction, great interactivity and user-friendliness, no organizational issues, novelty, and speed. This study offers new insights into how English pre-service teachers’ engagement with IDLE serves as a significant factor in their own teaching tasks in the future.
Keywords: ACTIONS model, EFL, informal digital learning of English, pre-service teacher