This research investigates the correlation between learners’ frequency of Informal Digital Learning of English (IDLE) activities and their speaking skills. This study employed a quantitative correlational research design involving 36 fourth-semester learners of the English Education Study Program. Data were collected through an IDLE questionnaire and a speaking performance test. The collected data were analysed using Pearson Product-Moment Correlation through SPSS 27. The findings revealed that there was a weak positive correlation between the frequency of IDLE engagement and learners’ speaking skills; however, the relationship was not statistically significant (r = .253, p = .136). The findings also showed that learners engaged more frequently in receptive activities than productive ones. These results suggest that frequent engagement in IDLE activities alone may not be sufficient to support speaking development, as speaking requires opportunities for productive language use and interaction.