Copyright © 2026 Authors retain the copyright of this article. This article is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

@article{208173,
        author = {Dr. NARESH U C},
        title = {English Words, Kannada Sentences: Exploring the Gap between English Usage and Speaking Proficiency among Kannada-Speaking Students},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {13},
        number = {4},
        pages = {638-643},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=208173},
        abstract = {In the contemporary educational environment, English has become an important language of education, employment, technology and social communication. Among Kannada-speaking students, English words are increasingly incorporated into everyday Kannada conversations. Students commonly use English terms such as class, college, exam, subject, assignment, project, mobile, meeting, and online while communicating in Kannada. However, frequent use of English vocabulary in Kannada speech does not necessarily indicate English-speaking proficiency. Many students who use English words comfortably within Kannada sentences experience considerable difficulty when required to communicate entirely in English. This phenomenon raises important questions concerning the relationship between exposure to English, code-switching and actual communicative competence. The present study examines the gap between English-word usage and English-speaking ability among Kannada-speaking students. It explores the reasons for this gap, including limited opportunities for meaningful English interaction, fear of grammatical errors, lack of confidence, examination-oriented learning, dependence on translation and insufficient exposure to spoken English. 
The study argues that merely increasing English vocabulary in everyday Kannada communication cannot automatically develop speaking proficiency. Instead, learners need regular opportunities for meaningful communication, interactive classroom practices, peer conversations, presentations, discussions and technology-supported language learning. 
The paper suggests practical strategies for teachers and institutions to transform passive or fragmented English exposure into functional communicative competence.},
        keywords = {English language learning, Kannada-speaking students, code-switching, English vocabulary, speaking proficiency, communicative competence, language anxiety},
        month = {September},
        }