The present paper is based on data from an ongoing research project aiming to investigate possible effects of Exposure to Extramural Input (EEI) on oral proficiency in English. Extramural input is defined as linguistic input that students come in contact with outside the classroom (books, TV, films, videogames, music etc.). The study includes quantitative data (a background questionnaire and language diaries) of 80 students' EEI of English. In addition to EEI of English, the language diaries also cover EEI of Swedish and other languages. The students are 9th graders from four classes at three different schools. Furthermore, the study includes speech data (~ 45 hrs) collected on five occasions during one school year. Speech was elicited using five interactional speaking tests, and students were assigned to random dyads on these occasions. For each one of the five tests, each student was assessed qualitatively by three external raters. A total of 1140 assessments were collected. The present paper primarily aims to present results of the analysis of students' EEI of English and preliminary findings regarding potential effects of 'English EEI' on students' oral proficiency in English