This study investigated the relationship among informal digital learning of English (IDLE) practice, a high-stakes English test, English productive skills, and perceptions of English as an international language (EIL). Eighty-nine English as a foreign language (EFL) undergraduate students across three South Korean cities participated in the study. The participants submitted their scores in the Test of English for International Communication (TOEIC, South Korea’s most popular high-stakes English test), took English speaking and productive vocabulary-level tests, and completed surveys that measured the frequency of their IDLE activities and EIL perceptions. Results of the hierarchical multiple regression analyses showed that IDLE practice and TOEIC scores were significant predictors of EIL perceptions. The structural equation modelling analysis further revealed that IDLE practice partially mediated the relationship between TOEIC scores and EIL perceptions. This indicates that students with higher TOEIC scores tended to practise IDLE activities more frequently, which enabled them to experience diverse accents and users of English and, in turn, help increase their EIL perceptions. It also suggests that more proficient EFL speakers may not necessarily become competent EIL users. These findings are discussed with consideration of South Korea’s socio-educational contexts, followed by pedagogical implications for English language educators and test developers.

中文翻译：

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非正式的英语数字学习的作用以及关于英语作为国际语言的高水平英语测试的作用

这项研究调查了非正式数字英语学习（IDLE）实践，高水平英语考试，英语生产技能以及对英语作为国际语言（EIL）的理解之间的关系。来自韩国三个城市的89名英语作为外语（EFL）本科生参加了这项研究。参与者在国际交流英语测验（TOEIC，韩国最受欢迎的高水平英语测验）中提交了分数，参加了英语口语和生产性词汇水平的测验，并完成了测量其IDLE活动和EIL频率的调查知觉。分层多元回归分析的结果表明，IDLE练习和TOEIC分数是EIL感知的重要预测指标。结构方程模型分析进一步表明，IDLE练习部分地调节了TOEIC分数与EIL知觉之间的关系。这表明，TOEIC分数较高的学生倾向于更频繁地进行IDLE活动，这使他们能够体验到不同的口音和英语使用者，进而帮助他们提高EIL认知。这也表明，更熟练的EFL说话者不一定能成为合格的EIL用户。讨论这些发现时会考虑韩国的社会教育背景，然后是对英语教育者和测试开发者的教学意义。这表明，TOEIC分数较高的学生倾向于更频繁地进行IDLE活动，这使他们能够体验到不同的口音和英语使用者，进而帮助他们提高EIL认知。这也表明，更熟练的EFL说话者不一定能成为合格的EIL用户。讨论这些发现时会考虑韩国的社会教育背景，然后是对英语教育者和测试开发者的教学意义。这表明，TOEIC分数较高的学生倾向于更频繁地进行IDLE活动，这使他们能够体验到不同的口音和英语使用者，进而帮助他们提高EIL认知。这也表明，更熟练的EFL说话者不一定能成为合格的EIL用户。讨论这些发现时会考虑韩国的社会教育背景，然后是对英语教育者和测试开发者的教学意义。