Abstract
: This study explores the out-of-school English as a Foreign Language (EFL) learning experiences of eight fourth-grade female students in Saudi Arabia. Using arts-based language maps and semi-structured interviews, we explored how the participants engaged with English learning beyond formal schooling. Drawing on the concepts of scaffolding and situated learning, a thematic analysis of the data revealed that the children’s English language learning was scaffolded both intentionally and incidentally through human (e.g., mothers, siblings, friends, domestic workers) and technological (e.g., notebooks, digital tools, online tutors) resources. While engaging with these resources, the children demonstrated autonomy by initiating learning tasks and seeking guidance from more knowledgeable others. The study further revealed that out-of-school language learning occurred within hybrid spaces, where home literacy practices, digital environments, and formal online learning blended to support language development. It was also found that scaffolding and situated learning are co-constructed through children’s interactions with their environments; however, access to these opportunities varied depending on the availability of resources. This research empirically addresses a gap in current understanding of how children engage in informal language learning experiences.