Abstract
This study explores Indonesian primary school pupils’ experiences in learning English across classroom, digital, and societal contexts, incorporating perspectives from teachers and parents. It addresses limitations in previous research that has largely focused on formal classroom practices, with limited attention to students’ engagement in digital and community-based learning environments. Using a mixed-methods approach, the study involved 203 students from 30 primary schools and conducted semi-structured interviews with teachers and parents. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings show that although students are highly motivated to learn English, only 3% regularly use the language outside school. Digital media serve as the main source of exposure, particularly YouTube (67%), games (42%), songs or music videos (38.1%), and mobile applications (5%). In contrast, the use of immersive technologies such as augmented and virtual reality is virtually absent. Community-based English learning remains sporadic and is not systematically integrated into the curriculum. Parental support varies considerably, influenced by differences in digital access and English proficiency. While teachers and parents recognize the potential of contextual, technology-supported, and community-based learning, challenges remain in sustaining such programs. This study contributes to more responsive English language pedagogy by emphasizing inclusive, home-based, community-connected, and technology-enhanced learning strategies for young learners.