Sustained effects of socioeconomic status on proficiency and academic writing in English as a foreign language

چکیده مقاله

Research on teaching and learning English as a foreign language (EFL) at the undergraduate level has largely overlooked the significance of learners' socioeconomic backgrounds. This important variable is also missing in discussions of individual differences in second language acquisition. This study examined the socioeconomic status (SES) of 196 English-major undergraduate learners of English in relation to their general proficiency and academic writing ability.