While previous interventional studies on English as an international language (EIL) have focused on the role of teachers, recent studies have begun viewing how students engage autonomously in informal digital learning of English (IDLE) activities that are associated with their perception of English varieties and cross-cultural communication strategies. This mixed-method study examined the empirical relationship between IDLE and these two aspects of EIL involving 324 Indonesian EFL students. Results showed that receptive IDLE activity (e.g. watching English content) significantly predicted positive perception of English varieties, whereas quantity (frequency) of IDLE and productive IDLE activity (e.g. communicating with English users) significantly predicted the development of cross-cultural communication strategies. This study sheds light on the emerging phenomenon of how contemporary EFL students are exposed to and interact with diverse forms, accents, and users of English in a range of IDLE environments, along with the pedagogical implications for ELT.

中文翻译：

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英语作为ELT课堂以外的国际语言

尽管以前的英语作为国际语言（EIL）的干预研究都集中在教师的角色上，但最近的研究已经开始研究学生如何自主地参与非正式的数字学习英语（IDLE）活动，这些活动与他们对英语种类和跨文化交流策略。这项混合方法研究检查了IDLE与324名印度尼西亚EFL学生的EIL这两个方面之间的经验关系。结果表明，具有接受性的IDLE活动（例如，观看英语内容）显着预测了对英语品种的积极感知，而IDLE的数量（频率）和生产性IDLE活动（例如，与英语用户进行交流）则显着预测了跨文化交流策略的发展。