The widespread usage of the internet has resulted in an increasing number of individuals engaging in various online activities. This surge in internet usage has also provided language learners with numerous opportunities to immerse themselves in their target language, leading to exposure and potential language acquisition. Previous research has demonstrated positive effects of such exposure on language learning. Hence, this study aimed to investigate the English language proficiency, level of exposure, and reasons behind exposure among 120 university students from France and Croatia. Additionally, the study sought to determine whether exposure levels were correlated with self-assessed proficiency. The findings revealed contrasting self-assessment results, with Croatian participants rating their English proficiency at the C1 level, whereas French participants assessed themselves at the B1 level. Moreover, the Croatian participants reported higher levels of online exposure across seven out of eight exposure factors. The French students displayed a preference for dubbed internet TV content, primarily due to a lack of focus on the content otherwise or to an inadequate comprehension of English. Conversely, the Croatian students did not exhibit a preference for dubbing, except when it came to animated movies, as they aimed to preserve the content's authenticity. Furthermore, a positive correlation was observed between exposure and self-assessed English proficiency across all exposure factors, except for listening to the radio and playing video games.