The individual patterns and levels of foreign language proficiency are shaped by a complex system of interrelated factors that influence outcomes. In today’s world, the target language use takes place in entirely different contexts and forms – partly due to digitalization. This study explores the language proficiency patterns of secondary school students, including the language they speak, the types of these languages, their self-reported level of English proficiency, and the number of English language exams taken. It also examines the everyday forms of target language use. The analysis draws on two waves of a national Hungarian survey (Hungarian Youth 2016, N=1548, Hungarian Youth 2020, N=1587), enabling a comparison of data. In the case of the 2020 dataset, two regression models were run to explain, respectively, the level of English proficiency at or above the intermediate level and the possession of English language certificates. The result indicates the dominance of the English language and its increasing prevalence between 2016 and 2020, while the number of spoken languages showed a slight decline. At the same time, a positive change was observed in the level of language proficiency regarding the languages spoken. Proficiency in English at or above the intermediate level is embedded in a broad set of explanatory variables, including parental education, financial situation, and various forms of language use (e.g. watching films or movies). The factors influencing the possession of language certificates differ from those explaining general language proficiency.