Exploring The Perceived Socio-Cultural Factors Affecting the Attitude of ESL Learners Toward Language at Intermediate Level in District Kohat

Abstract

This study explores the influence of socio-cultural factors on the attitudes of intermediate-level students towards learning English as a second language (ESL) in District Kohat, Khyber Pakhtunkhwa, Pakistan. By using an explanatory sequential mixed-methods design, quantitative data were collected from 451 students through a structured questionnaire, followed by semi-structured interviews with four English language teachers. The major findings of study indicate that students generally hold a positive but predominantly instrumental attitude towards English, associating it with academic success and future employment. Teacher’s support, parental encouragement, and motivational intensity emerged as the strongest positive influences, while anxiety, limited exposure to English outside the classroom, and inadequate learning resources negatively affect English language learners’ attitudes at intermediate-level. Likewise, qualitative insights further revealed the impact of family background, peer interaction, community environment, and cultural identity on English language learning. Grounded in sociocultural theory, Gardner’s socio-educational model, and Krashen’s Affective Filter Hypothesis, the study highlights the need for culturally responsive pedagogy and supportive learning environments to enhance ESL learning outcomes in District Kohat, KP,Pakistan.