This preliminary study aims to determine the level of exposure to English beyond the classroom among ESL

learners. A total of 117 learners from various faculties at Universiti Kebangsaan Malaysia (UKM) participated

in this survey. The survey was designed to gather detailed insights into the learners' exposure to learning English

outside of classroom hours, focusing on the four essential language skills: listening, speaking, reading, and

writing. The survey collected demographic information and assessed learners' informal English activities. A

series of questionnaires were used to collect data on the frequency, context, and intensity with which the learners

used English. The results show that the learners gained exposure to all four language skills. Findings suggest

The concept of language exposure is fundamental to understanding second language acquisition (SLA) (Ellis &

Laporte, 1997). Language exposure encompasses the diverse ways in which individuals encounter a language,

facilitating the internalization of its structural and functional aspects (Al-Zoubi, 2018). Such exposure may occur

through multiple modes of interaction—listening, speaking, reading, and writing—each contributing uniquely

to the development of linguistic competence. These activities take place across diverse contexts, ranging from

formal educational environments to informal, everyday encounters (StudySmarter, 2023). Furthermore, the

nature and effectiveness of language exposure are mediated by the channels through which it occurs, including

print materials, digital platforms, and face-to-face communication. For English as a Second Language (ESL)

learners, exposure to English extends beyond the classroom and encompasses both structured and unstructured

learning contexts. In formal settings, such as classroom-based instruction, learners engage with systematically

language practice occurring beyond the confines of the classroom. Informal exposure typically takes place in

naturalistic settings, such as through conversations with native speakers, watching television shows or movies,

engaging with social media, playing online games, or navigating the internet (Lee & Dressman, 2018). These

activities provide learners with authentic and meaningful contexts for language use, thereby promoting deeper

linguistic and pragmatic competence. Informal language exposure enables learners to observe the target language

in real-world situations, helping them understand how it functions across different communicative contexts

(Benson & Reinders, 2011). For instance, an English as a Second Language (ESL) learner who frequently listens

to unscripted podcasts or participates in online chatrooms may encounter idiomatic expressions, slang, and

diverse accents that are seldom emphasized in formal instruction (Sundqvist & Sylvén, 2016).

This type of informal learning fosters spontaneous and fluid use of English, which contributes to the development

2021). In contrast, research on informal exposure—learning that occurs beyond formal educational settings—

has been comparatively limited (Sundqvist & Sylvén, 2016). Consequently, there is still a limited understanding

of how different types of exposure, whether through media, interpersonal interaction, or other non-academic

experiences, influence learners’ overall language proficiency (Lee, 2019).

Given the rapid expansion of digital media and the increasing role of informal online communication, this

research gap warrants closer examination. Digital environments such as social media, blogs, online gaming, and

content streaming platforms offer rich opportunities for authentic language engagement and spontaneous

communication (Lee & Dressman, 2018; Reinders & Benson, 2017). These platforms enable learners to

encounter naturalistic language input, negotiate meaning in real time, and develop pragmatic awareness—

elements often underemphasized in formal classroom settings (Benson, 2021). Therefore, understanding how

language exposure:

websites, social media posts, online articles, and digital books. Written content provides valuable input

in terms of vocabulary, grammatical structures, and writing styles, all of which are essential for language

development.

with in English, such as educational resources, YouTube videos, online courses, and other digital content.

These materials often integrate written and spoken elements, offering learners comprehensive exposure

to different modes of language use.

et al. (2020) emphasised the role of informal language activities in enhancing English proficiency, noting that

such activities provide real-world practice, reinforce language skills, and boost learners’ confidence. Similarly,

De Wilde et al. (2020b) found that learners improved significantly in language proficiency through engagement

with digital media, such as gaming, social networking, and conversational use of English. Gass et al. (2015) also

demonstrated that watching audiovisual materials with captions or subtitles in the target language enhances

learners’ comprehension and retention.

Collectively, these studies highlight the value of engaging with the language beyond formal educational settings.

Varied forms of exposure provide learners with increased opportunities to practice their skills, deepen their

understanding of language structures, and internalize the language through meaningful input. Frequent and

diverse exposure thus strengthens learners’ ability to absorb, retain, and effectively use the target language.

proficiency. This research will address the need for comprehensive studies that explore both traditional,

classroom-based learning and informal, digitally mediated forms of language exposure. In doing so, it will help

This study employed a quantitative approach to examine learners’ exposure to English and its influence on

language development. A survey served as the primary data collection instrument, and was designed to ensure

reliability, validity, and clarity of the research items. The survey was structured to address three main objectives:

language learning.

The main research instrument was a structured questionnaire comprising both closed-ended and open-ended

items. The closed-ended items were designed to collect quantitative data on the frequency, duration, and types

of learners’ informal engagement with English. Likert-scale questions and multiple-choice options were used to

elicit standardized responses suitable for statistical analysis (Dörnyei & Taguchi, 2010).

The questionnaire consisted of four sections:

eBooks, online articles, websites, and social media platforms.

The questionnaire was administered as an online survey using Google Forms. This format ensured accessibility

for participants and facilitated efficient data collection within a short timeframe. The survey link was distributed

via institutional email lists and social media groups to maximize participation.

The collected data were analysed using the quantitative methods to gain a comprehensive understanding of

learners’ informal English engagement. Data from the closed-ended questionnaire items were processed using

statistical software such as SPSS and Microsoft Excel. Descriptive statistics, including frequencies, percentages,

and trend analyses, were computed to examine key aspects of language exposure. The analysis specifically

focused on three dimensions: (a) the level of exposure to written and spoken English, (b) the frequency of

interaction with online English-language content, and (c) the extent of learners’ participation in unscripted

English conversations (Dörnyei, 2007).

The methodology employed in this study ensures a comprehensive exploration of learners’ engagement with

English beyond formal instruction. By addressing learners’ demographic background, levels of exposure, and

language development. The structured approach and systematic analysis enhance the reliability and validity of

the findings, thereby informing future pedagogical practices and curriculum design.

The research team developed a questionnaire comprising both closed-ended and open-ended questions, which

was subsequently converted into an online survey. The survey aimed to to gather information on learners’

Table I Learners’ Exposure to English Through Various Modes

Exposure to

Content and

Materials in

English

• 90.6% reported online English exposure

improved skills

• 60.7% use YouTube tutorials

YouTube tutorials,

documentaries,

grammar/pronunciation videos

YouTube tutorials have contributed to their English language improvement. When asked about the types of

tutorials they watch, 52.1% of respondents reported viewing documentaries, followed by educational video

lectures, grammar lessons, and pronunciation videos. These preferences suggest that learners seek both

informational and instructional content to develop their English proficiency. Documentaries, in particular, are

valuable because they expose learners to authentic language in context, often covering a wide range of topics

and offering insights into cultural nuances. This aligns with Krashen’s Input Hypothesis (1982), which

participate in interactive, language-rich video games tend to demonstrate higher levels of second-language

Sundqvist (2024) recently emphasized that engagement in extramural English (EE) activities—including

skills. As Sundqvist and Sylvén (2016) note, digital tools can significantly expand learners’ opportunities for

extramural English practice—a finding that aligns with the present survey, in where nearly 77% of participants

reported engaging with such resources.

that institutional access not only democratizes practice opportunities but also fosters sustained learner

engagement (Godwin-Jones, 2018; Lai & Gu, 2011).

of authentic language exposure. Based on Table 1, 47% of learners reported that they always participate in voice

or video calls conducted in English, while an additional 18.8% engage in such conversations several times per

week. Moreover, half of the participants (50%) indicated that they listen to unscripted spoken English daily, and

another 30% do so several times a week. The most frequently cited contexts for these interactions include

materials not only strengthens comprehension but also encourages autonomous reading habits, especially when

This part of the survey highlights the significant role of reading materials and subscription services in learners'

English language development. By engaging with English-language materials—whether hobby-based books,

comics, adventure stories, or periodicals—learners not only improve their vocabulary and comprehension skills

but also stay connected to real-world English usage. The fact that most learners subscribe to paid magazines or

periodicals suggests that subscription-based resources are an important tool for supporting their language

learning outside of formal education. To maximize the benefits of these reading habits, learners should aim for

more consistent exposure and diverse reading materials, including academic and professional content, to further

enhance their language proficiency.

input that supports pronunciation, listening, and vocabulary development (Lai & Zhu, 2015; Vandergrift & Goh,

2012). According to Krashen’s (1982) Input Hypothesis, comprehensible input from authentic media can

significantly enhance acquisition by allowing learners to internalize natural language patterns. Recent studies

(Zulaefa & Rizal, 2023; Rahmawati et al., 2024; Hasan, 2025) also show that digital exposure encourages self-

paced and autonomous learning, enabling learners to engage with content that matches their proficiency level

and personal interests.

The survey also highlights YouTube tutorials as a key tool for learning English. Vandergrift and Goh (2012)

speakers, observe contextual cues, and follow subtitles. Its interactive nature allows learners to pause, rewind,

and replay content, promoting self-paced and personalized learning. This self-paced approach is particularly

beneficial for non-native speakers, as it provides flexibility to focus on areas that require additional practice or

reinforcement. Furthermore, YouTube’s visual content helps learners connect new vocabulary with real-world

contexts, improving their ability to remember and use new words effectively (Hasan, 2025; Yuyun & Simamora,

2021). Overall, the findings illustrate that digital platforms—particularly YouTube and other educational video

listening, vocabulary, and overall language competence.

Thirdly, digital gaming environments offer highly interactive opportunities for language use. Through games

such as PUBG, Mobile Legends, and Call of Duty, learners engage in authentic communication, collaboration,

and negotiation of meaning. Such activities promote not only vocabulary and listening comprehension but also

pragmatic awareness and confidence in real-time conversation (Sundqvist & Sylvén, 2012, 2016, 2024; Gee,

that are often difficult to acquire through traditional classroom methods. Many of these games feature complex

storylines and scenarios that require strategic decision-making, thereby fostering not only language

comprehension but also problem-solving and critical-thinking skills (Squire, 2003; Supramaniam & Wan

Shahirah, 2022; Snigdha & Debnath, 2024) Previous studies further demonstrate that multiplayer and narrative-

driven games promote authentic interaction, peer collaboration, and spontaneous language use, creating

immersive contexts for incidental vocabulary acquisition and pragmatic competence development (Ardianto et

al., 2025; Mohd Tap, Abdul Samat, & Abdullah, 2024). These digital environments encourage learners to use

English meaningfully and purposefully, mirroring the communicative conditions found in real-world language

use.

The survey findings highlight the growing influence of digital games as a tool for language acquisition,

means of acquiring English in a social, immersive environment.

Exposure through social media platforms like Instagram, TikTok, and WhatsApp further contributes to informal

and authentic language learning. Following English-speaking influencers and interacting in online spaces

provide learners with continuous contact with contemporary English usage, including slang and idiomatic

expressions (Thorne, 2008; Chen & Tsai, 2022; Al-Ghazali, 2021). Such informal learning contexts bridge the

gap between formal classroom instruction and real-world communication, helping learners develop pragmatic

competence and cultural awareness (Vandergrift & Goh, 2012). Social media platforms offer a multimodal

environment in which learners can engage simultaneously with written text, spoken language, and visual cues,

creating rich opportunities for contextualized learning. This multimodal input supports vocabulary development,

listening comprehension, and pragmatic awareness, aligning with previous studies that emphasize the importance

growing importance of technology-mediated autonomous learning. These tools offer instant feedback,

personalized learning paths, and adaptive content that cater to individual learner needs (Godwin-Jones, 2018;

Reinders & Benson, 2017; Lai & Gu, 2011; Zhang & Lee, 2023). However, as Sundqvist and Sylvén (2016)

emphasize, the effectiveness of these tools depends on regular use and learner motivation. Institutional support—

through guided integration into coursework and equitable access to premium tools—can enhance the

sustainability and inclusiveness of such learning opportunities.

By investing in these resources, the university could enhance equitable access to both structured and informal

English-learning opportunities. Reinders and Benson (2017) emphasize that promoting autonomous learning

routines. Recent studies reinforce this perspective, showing that while learners may have access to digital

materials, without sufficient scaffolding, training, and curricular integration, the benefits of autonomous learning

remain limited (Lai et al., 2024; Zhang & Lee, 2023). Ensuring both access and pedagogical support is therefore

essential to fully realize the potential of digital language-learning tools.

learners to natural speech patterns, accents, and discourse markers, which are often absent in scripted or textbook

digital and social communication spaces—provides rich linguistic input that fosters pragmatic awareness,

vocabulary development, and listening fluency. Consistent with Wagner’s (2014) findings, regular engagement

with spontaneous speech enhances learners’ listening comprehension and adaptability in conversational contexts.

The high participation rates observed in this study therefore suggest that learners are effectively leveraging

diverse, informal opportunities to strengthen their oral proficiency and communicative competence beyond the

classroom.

that promotes motivation, autonomy, and balanced skill growth. For educators, these findings highlight the

importance of integrating authentic materials and digital tools into instruction while encouraging learners to

sustain their exposure to English beyond the classroom.

awareness (Gee, 2003; Sundqvist & Sylvén, 2016; Thorne, 2008; Chen & Tsai, 2022).

Moreover, the widespread use of digital learning tools such as Duolingo and Grammarly emphasizes the

importance of teacher guidance to ensure effective use and foster learner autonomy (Godwin-Jones, 2018;

Reinders & Benson, 2017). By connecting classroom instruction with learners’ extramural English practices,