Advanced International Journal of Multidisciplinary Research

E-ISSN: 2584-0487 •   Impact Factor: 9.11

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Impact of Socio-Economic and Educational Variables on English Language Acquisition among Higher Secondary Students

Author(s) Komal Singh
Country India
Abstract English language acquisition has become one of the most important educational concerns in India because English functions not only as a language of communication but also as a medium of higher education, employment, administration, science, and technology. However, the acquisition of English as a second language is not uniform among learners. Social, economic, regional, and educational inequalities significantly influence students’ opportunities for language learning. The present research paper investigates the impact of socio-economic and educational variables on English language acquisition among higher secondary students of Eastern Rajasthan with special reference to Karauli district. The paper is based on the empirical framework provided in the Komal MRP report and has been further expanded through contemporary theoretical and educational perspectives available up to 2018.
The study explores the relationship between parental education, income level, regional background, gender, medium of instruction, and language proficiency in English. The four basic language skills—listening, speaking, reading, and writing—were analyzed using questionnaires, interviews, comprehension tests, observation methods, and classroom interaction analysis. The findings reveal that students belonging to educated and economically stable families demonstrate better communicative competence, vocabulary development, reading habits, and confidence in spoken English. Rural students and learners from Hindi-medium backgrounds face greater challenges because of limited exposure to English, lack of communicative environments, inadequate educational infrastructure, and mother tongue interference.
The paper concludes that educational equity in English language learning can only be achieved through inclusive pedagogical strategies, improved teacher training, and greater access to English learning resources for socio-economically disadvantaged learners.
Keywords
Discipline Other
Published In Volume 2, Issue 6, November-December 2024
Published On 2024-12-06
DOI https://doi.org/10.62127/aijmr.2024.v02i06.1362
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