This chapter addresses ways to enhance the willingness to communicate (WTC) among Korean middle school students in English. The innovative solution proposed is integrating informal digital learning of English (IDLE) through English as an International Language (EIL). The survey involved 206 middle school students and used a questionnaire to gauge their IDLE activities, EIL perceptions, and level of L2 WTC. Semi-structured interviews were conducted with three English teachers to gain insights from practitioners. Findings indicate that engaging in IDLE activities improves students’ perceptions of EIL and increases their WTC. This suggests that incorporating IDLE into the curriculum can foster a positive environment for English communication, enhancing students’ confidence in using English in diverse contexts. The study highlights the potential of IDLE to bridge the gap between formal instruction and real-world language use, advocating for its integration into educational practices to improve English education in Korea. IDLE can effectively address the limitations of traditional teaching methods and create a more engaging and practical learning experience for students. This chapter contributes to the ongoing discourse in second language acquisition by linking digital learning to perceptions of EIL and offers a foundation for improving language education practices in a rapidly evolving linguistic landscape.