Journal of Global Research in Education and Social Science

Understanding the perceptions of students, teachers, and parents toward English studies is crucial at a time when its status as an academic discipline in Tamil Nadu and across India is fluctuating as these attitudes shape educational choices, cultural values, and the evolving role of English in a multilingual and rapidly changing society. This study explores the perceptions of teachers, students, and parents toward English language and literature education in Tamil Nadu by focusing on teaching, learning, evaluation, and the broader purpose of English Studies. Using questionnaires structured into thematic categories, 300 responses from teachers (50), students (150), and parents (100) were analysed through descriptive and inferential statistics, alongside thematic interpretation of qualitative inputs. The findings reveal both convergence and divergence in stakeholder perspectives. Teachers support integrative and communicative pedagogies, students prefer interactive and discussion-based methods, and parents emphasise balanced approaches with a tilt toward practical language use. Students reported greater challenges in literature—particularly with theory, archaic texts, and writing—than teachers and parents acknowledged. While all groups considered the current evaluation only moderately effective, there was strong consensus on the need to integrate creativity, projects, and oral components. Regarding purpose, parents stressed employability, teachers highlighted cultural literacy, and students valued both career prospects and higher studies. The study concludes that a more inclusive and flexible curriculum, along with diversified evaluation practices, is needed to harmonize these perspectives and enhance the relevance of English Studies.