A Sociolinguistic Correlational Study of University Students’ Social Background and English Proficiency Development: Issues and Implications

Abstract

English is a worldwide medium of instruction, and it is gaining fundamental recognition in a wide variety of countries globally. In Pakistan, English is being used in most academic institutions as their medium of instruction. Different factors restrict or influence the students and instructors from speaking in English and gaining English proficiency. Therefore, this study analyses the major contributing factors impacting the English language proficiency of Pakistani university students. This study also provides theoretical background by reviewing the published articles and journals related to the English language education. Furthermore, this study employs a mixed-method approach and conducts both surveys of the students to gain insights into the student's perception of the factors that influence language proficiency. Moreover, the study also conducts semi-structured interviews with four English language professors to understand the teaching approaches. The findings of the results demonstrate that some key factors such as socioeconomic status, educational background, educational environment, and parental role influence the language proficiency of university students. To add further, this study is beneficial for policymakers to review the barriers that limit the use of the English language and ultimately decrease English language proficiency among students in Pakistan. It provides critical insights to educators and teachers to develop strategies that can positively influence students' English language proficiency.