Sociocultural Influences on Secondary Level Students' English Language Learning: An Exploratory Qualitative Study

Abstract

The study explores how sociocultural aspects influence secondary-level English language learning. It examines two aspects: supportive and hindering sociocultural factors that influence the English language learning of secondary level students of Nepal. In this study, I used the interpretive paradigm and an exploratory qualitative study as a research methodology. The study was conducted in a public school and a private school of Dhading district. I explored the stories and experiences of 10 research participants, including students, parents, and teachers. The analysis was guided by sociocultural theory and ecological system theory. The study found that supportive aspects of the family, school, and community environments positively influence students' English language learning. Supportive aspects include better socioeconomic status, access and use of digital technology and social media, encouragement and motivation, positive attitude and perception towards English, and collaborative participation with supervisory roles. Similarly, the availability and effective use of educational resources, interactive classrooms, student-centered policies, and audiovisual exposure benefited the learner. However, the study also revealed several hindering sociocultural factors that obstruct students' English language learning. These include the absence of an English language friendly environment, low educational attainment of family members, economic challenges, limited access to resources and technology, household responsibilities, and domestic obligations. Likewise, dominance of traditional teaching and learning methods, inadequate and underutilized educational resources of the school, and distracting sociocultural activities also hinder English language learning. The study concludes that hindering factors play a more dominant role in public schools, whereas supportive factors are more prominent in private schools. It emphasizes the need to strengthen supportive sociocultural environments and reduce hindering influences in both public and private schools. The study highlights the important roles of the students, parents, and teachers in enhancing English language learning. Thus, it recommends that stakeholders and concerned authorities work collaboratively to create more supportive English language learning environments within the family, school, and community.