Article
ENGLISH LANGUAGE EDUCATION IN ODISHA: LEARNERS' PERCEPTIONS AND CLASSROOM REALITIES
English language education occupies an important position in the Indian education system, particularly in states such as Odisha, where English is associated with higher education, employment opportunities, social mobility, and access to global knowledge. However, the teaching and learning of English in Odisha is influenced by several contextual factors, including learners' linguistic backgrounds, rural–urban differences, availability of educational resources, classroom practices, teacher competence, and students' attitudes toward English. This study examines learners' perceptions of English language education and the classroom realities experienced by students in Odisha. A descriptive survey design was adopted, using a structured questionnaire and classroom observations as the principal tools of data collection. A hypothetical sample of 300 secondary and higher-secondary learners from selected schools representing urban, semi-urban, and rural settings was considered for analysis. The findings indicate that most learners recognize English as important for higher education and employment, but many experience difficulties in speaking, vocabulary, pronunciation, and spontaneous communication. Teacher-centred instruction, examination-oriented learning, limited opportunities for oral communication, and inadequate access to digital resources were identified as major classroom challenges. The study also indicates that learners generally have a positive attitude toward English but require more interactive, learner-centred, and communicative teaching practices. The study recommends strengthening teacher training, improving digital and language-learning resources, promoting multilingual pedagogies, and creating greater opportunities for authentic English communication.
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