DIGITAL EXPOSURE TO ENGLISH AND UTILISATION OF ENGLISH LANGUAGE SKILLS AMONG B.ED TRAINEES

Abstract

The study examines the relationship between digital exposure to English and utilisation of English language skills among B.Ed trainees in Kerala. A quantitative, descriptive-correlational design is adopted. Data are collected from 200 B.Ed trainees using a structured 5-point Likert questionnaire covering passive digital exposure, interactive digital exposure, academic/professional digital exposure, and utilisation of English skills across listening, reading, speaking, writing, and academic/classroom use. Mean scores are computed for each dimension and for overall exposure and utilisation. Data analysis is carried out using EDUSTAT through descriptive statistics, Pearson correlation, group comparison between low and high exposure groups, and regression analysis. Results show a statistically significant and strong positive relationship between total digital exposure and overall English skill utilisation. Interactive digital exposure demonstrates a higher association with utilisation than passive exposure and emerges as the strongest predictor in the regression model, while academic/professional exposure also shows a significant contribution. Receptive skill utilisation is higher than productive skill utilisation, indicating scope for strengthening output-oriented practices in teacher education. The findings highlight the value of interaction-rich digital English engagement for sustained professional language use among prospective teachers.