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Socioeconomic status is one of the significant factors that affect language learning. The main aim of this study was to investigate the socioeconomic background of students and its role in their ESL learning. In today’s world of advancement, learning English as a second language is very necessary to communicate with others for different purposes. Students of backward countries, like Pakistan, face socioeconomic problems in their learning, especially in ESL. The present study has critically analyzed the role of socioeconomic status on learning English as a second language at the secondary school level. The data for the present study was collected from 205 students of grade 10 of various 12 public, private, boys and girls schools of district Rahim Yar Khan. The researchers used a questionnaire to investigate the role of socioeconomic status on learning English as a second language. The data represents the subject matter and attitudes towards the problem under the research. SPSS (statistical packages for social science) software was used for the analysis and interpretation of the valid data. The research hypothesis was tested while analyzing the data that provided a framework for the findings. The result of the study revealed that among different other factors, socioeconomic status plays an important role for ESL learners. Those students who are financially poor, cannot focus on their ESL learning because they have to labor along with their studies for their livelihood. Similarly, in backward areas, people do not pay attention towards their children’s education. So, students show no interest in learning, especially in ESL.
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