An extensive number of studies acknowledge the transformed nature of
literacies by building on the complexity of multimodal semiotic repertoires
and available digital resources (Reinhardt & Thorne, 2019; Toffoli,
2020). The exposure to such resources and tools makes digital literacies
dynamic as environments provide students with opportunities to apply their
skills in praxis through trial and failure. Among the existing conceptual
constructs that might help discuss the complex nature of online digital
informal learning practices and their connection to L2 digital literacies,
the framework of dynamic systems theory (Larsen–Freeman, 2019) is
implemented. Qualitative methodology was employed to explain whether
informal language learning practices are conducive to constructing L2
digital literacies among pre-service language teachers. Relevant pedagogical
implications are discussed.