Patterns and Explanatory Factors of Language Proficiency in a Sample of Secondary School Students, with Special Regard to the English Language

The factors determining the patterns and levels of individuals’ foreign language skills form a complex system that collectively shapes their effectiveness. However, the use of the target language today takes place in a completely different environment and form, partly due to digitalization. Our study focuses on the patterns of language proficiency among secondary school students (spoken languages, types of spoken languages, self-reported level of English proficiency, and number of English language exams) and everyday forms of target language use. The research sample consists of two waves of a national Hungarian survey (Hungarian Youth Research 2016, Hungarian Youth 2020). In the case of the 2020 database, we ran two regression models to explain the level of at least intermediate knowledge of English and the existence of English language exams. The results show the dominance of English and its consolidation between 2016 and 2020, while the number of spoken languages has decreased slightly. At the same time, there has been a positive change in the level of language proficiency. At least intermediate proficiency in English is embedded in a wide range of explanatory variables. The factors influencing the possession of language exam certificates differ from the explanatory variables of language proficiency.