English Exposure and University Students' Perceptions of English Learning Programs in India
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Abstract
This study investigates how cumulative exposure to English across kindergarten, junior High, and senior high shapes university students’ perceptions of their learning outcomes in India’s multilingual context. A total of 115 students were classified into Low (n = 28), Medium (n = 19), and High Exposure (n = 68) groups and evaluated across five areas: effectiveness, satisfaction, confidence, support, and recommendation. Although no statistically significant differences were found among the three exposure groups, descriptive trends indicated that students with greater cumulative exposure to English generally reported higher levels of satisfaction, confidence, and perceived learning support. These findings suggest that increased exposure to English may contribute to more positive learning experiences and greater confidence, even though the differences were not statistically significant in the present study. These findings suggest that greater exposure to English may enhance students’ confidence and perceived support, despite the lack of statistical significance, underscoring the need for targeted interventions for Low-Exposure learners.
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References
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