Cultural Influences on English Language Learning Among Secondary School Students in Bangladesh: A Socio-cultural Empirical Investigation

Abstract

This study investigates how cultural factors influence on learning English as a Foreign Language (EFL) among secondary school students in Bangladesh. Grounded in socio-cultural theory, identity-investment frameworks, empirical data from questionnaires, qualitative data from Semi-structured interviews; the research examines how cultural attitudes, family expectations, religious values, peer norms, and classroom interaction patterns influence learners’ motivation and participation. A mixed-method approach was employed with a sample of 100 secondary-level students from five non-government (MPO) schools in Narayanganj, Bangladesh. Quantitative data were collected using 20 structured Likert-scale questionnaires, while qualitative data were obtained through semi-structured interviews with 30 students and 10 English teachers. Statistical analyses included descriptive statistics, Pearson correlation, and multiple regression analysis. Findings reveal significant positive relationships between cultural attitudes and motivation (r = .70, p < .001), and between family influence and motivation (r = .64, p < .001). Regression analysis indicated that cultural attitudes and family influence significantly predicted learner motivation, accounting for 49% of the variance. Findings suggest that cultural context plays a decisive role in shaping learners’ confidence, participation, and academic outcomes. The study recommends culturally responsive pedagogical practices and stronger school–community collaboration to enhance English language proficiency in Bangladesh’s secondary education sector.