Abstract
Scholars and educators have begun re-evaluating the approaches and objectives of teaching English in diverse contexts due to its widespread usage across various sectors and its status as a global language. This study examined Indian University students' views about the English language and their identity development and negotiation throughout their English language learning process. 25 respondents filled out a questionnaire, which was used to gather data. The study analysed how English is taught and learned in light of students' academic and professional requirements and interests. The study found that students thought activities would help them academically and professionally. Finally, the researcher recommended preparing activity-based teaching materials that fit students' needs and interests.
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