| Sumario: | Background: Informal digital learning of English (IDLE) has been widely shown to enhance English as a foreign language (EFL) learners' proficiency. However, most research has examined a single context, limiting understanding of how IDLE shapes learners' willingness to communicate in a second language (L2 WTC) across different sociocultural environments. Objectives: This study addresses this gap by comparing IDLE practises and their influence on L2 WTC amongst EFL learners in Iran and Macau. Methods: A cross‐cultural mixed‐methods design was adopted. In the quantitative phase, Lee and Sylvén's (2021) questionnaire was administered to 352 EFL learners (250 in Iran; 102 in Macau). Hierarchical regression analyses tested the extent to which receptive IDLE (consuming English digital content) and productive IDLE (creating English digital content) predicted L2 WTC in each context. In the qualitative phase, 20 learners (10 per context) participated in semi‐structured interviews supported by photos and videos illustrating their IDLE activities. These materials were used in photo‐elicitation and video‐stimulated recall sessions. Data were analysed thematically. Results: Receptive and productive IDLE both significantly predicted L2 WTC amongst Iranian students, whereas only receptive IDLE emerged as a significant predictor for students in Macau. Qualitative findings revealed that differences in IDLE use were shaped by social‐political conditions, socio‐economic opportunities and historical–cultural factors unique to each context. Conclusions: The study demonstrates that IDLE contributes to L2 WTC differently across contexts and that sociocultural factors strongly mediate learners' engagement in digital English practises. These findings highlight the importance of context‐sensitive approaches for optimising IDLE‐based learning in Iran and Macau. Practitioner Notes: What is already known about this topic? ○Informal Digital Learning of English (IDLE) supports language gains in many EFL contexts.○IDLE can shape learners' willingness to communicate (WTC).○Prior cross‐cultural work shows mixed IDLE‐WTC links.○Few studies compare IDLE across contrasting regions.What does this paper add? ○Compares IDLE‐WTC links in Iran and Macau.○Shows receptive IDLE predict WTC in both settings.○Productive IDLE predicts WTC only in Iran.○Reveals sociocultural factors driving IDLE practisesImplications for practise or policy. ○IDLE support should match learners' sociocultural context.○Provide balanced receptive and productive IDLE tasks.○Expand access to high‐quality digital learning tools.○Use culturally relevant content to boost learner engagement.
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