Exploring extracurricular informal digital learning of English through Spolsky's language policy

This study was to explore how preservice teachers conducted extracurricular informal digital learning of English (IDLE) in the context of English as medium instruction (EMI). In the context of EMI, preservice teachers have been allowed to manage their YouTube, Instagram, and blog to promote EMI class by creating English content. Furthermore, Arabic became another language option for this EMI. The preservice teachers from three different majors (English, Arabic, and Islamic education departments) volunteered to participate in this study. Case study was chosen to approach this study for seven months. The data were generated from artifacts and photo-elicitation also known as the interview that used pictures and videos to get clarification of the phenomena. This study found that the language practices should be fostered by faculty members making training on how to use English and Arabic for social media purposes that have potential support for international class students' IDLE practices. The theoretical implication will also be discussed.