In this study, with following the advancement of technology, a number of learning and training approaches have arisen, among them Informal Digital Learning of English (IDLE), a promising opportunity with the potential to enhance learners' English language proficiency. This study is significant because it fills a clear research gap by examining the crucial role of Informal Digital English Learning (IDLE) in language education and provides insightful information to fill the knowledge gap currently present regarding the pedagogical potential of digital learning techniques outside of traditional classroom settings. This study intends to investigate how learners' views of IDLE's utility and their language competency are affected IDLE activities. A questionnaire given to university students who had participated in IDLE activities for a period of at least three years provided the frame for this study. It was then followed by in-depth interviews with three students who had been preselected to discuss their individual perspectives on using IDLE and how their English comprehension skills had improved as a result of participating in IDLE activities. In this study, learners' language abilities were greatly improved after conducting IDLE activities. Participants who accessed digital information based on their interests reported feeling more engaged and enjoying themselves. The results highlight IDLE's potential to successfully supplement traditional language training.