SOCIO-ECONOMIC CLASS AND ENGLISH PHONEMES ARTICULATION: A STUDY ON HIGHER SECONDARY LEVEL ESL LEARNERS OF NAROWAL, PAKISTAN

Abstract

This quantitative study examines the correlation between socio-economic status and English phoneme articulation among high school English as a Second Language (ESL) learners in Narowal, Pakistan. Despite the potential impact of socio-economic factors on language acquisition, this relationship remains understudied. This research addresses this knowledge gap by investigating the phoneme articulation of 30 higher secondary level students from diverse socio-economic backgrounds. Stratified random sampling ensured representative participation from various socio-economic groups. Descriptive statistics and SPSS analysis revealed significant differences in English pronunciation based on socio-economic status, with parental education and neighborhood characteristics also exerting notable influence. The findings highlight the need for targeted educational strategies and inclusive policies to support ESL learners from diverse socio-economic backgrounds, ensuring equitable language learning opportunities. Future research should continue to explore these relationships to inform evidence-based educational approaches.