The relationship of affective variables and types of exposure to second language learning was investigated along with the validity of a questionnaire on attitudes toward English. The affective questionnaire, exposure indices, and tests of English proficiency were administered to 403 Chinese, Japanese, and Thai university students who had studied English as a second language. The repeated measurement technique used to check internal consistency of responses and concurrent validity of the affective questions was found to be a reliable method. The affective questionnaire was found to have a degree of convergent and divergent validity although contaminating factors such as self-flattery, social acceptance, and consistency may influence responses. Exposure indices and affective variables were better predictors of language proficiency for the Japanese and Chinese students than for the Thai students. Positive attitudes toward English were positively related to English proficiency among the Chinese students. Affective variables were better predictors of English proficiency for the Chinese than for the other students. Extensive data tables, the English cloze test, and the affective questionnaire are included. (RW)