The objectives of this study are: (1) to explore EFL students' descriptions of the extramural IDLE activities they engage in beyond the classroom, (2) to examine how EFL students manage their autonomous learning processes through extramural digital English learning activities. This study employed a qualitative research design using a narrative inquiry approach. The participants in this study were three undergraduate EFL students from a state university in Central Java, selected through purposive sampling. The data sources consisted of narrative frames and semi-structured interviews. Data were collected by asking participants to complete narrative frames describing their experiences of engaging in extramural IDLE, followed by face-to-face semi-structured interviews to explore their experiences further. Data credibility was enhanced through triangulation by combining narrative frames and interviews. The collected data were analyzed using narrative analysis to interpret participants’ narratives regarding their experiences of engaging in extramural IDLE and managing their autonomous learning processes. The findings revealed that the participants engaged in a variety of extramural IDLE activities beyond the classroom, including consuming, producing, and interacting with English content through various digital platforms. The participants described these activities as flexible, interest-driven, and integrated into their daily lives. The findings also showed that participants managed their autonomous learning processes by independently selecting learning resources, determining learning strategies, monitoring their learning experiences, and adjusting their engagement according to their personal goals, interests, and learning needs, reflecting Benson's (2011) three dimensions of learner autonomy. However, they also face challenges related to distractions and to maintaining consistent engagement in learning English. It can be concluded that extramural IDLE provides meaningful opportunities for EFL students to engage with English beyond the classroom while fostering learner autonomy through self-directed learning practices in digital environments.