Impact of personal, psychological, and social factors on English language learning: A non-native student case study

Published: Nov 9, 2023

Abstract:

Purpose: This case study aimed to explore the impact of personal, psychological, and social factors on a non-native English language student and to determine whether the students’ errors in speaking and writing were developmental or transferred.

Methodology/approach: The case study was conducted on a single participant (an English language student) at Paktia University, Afghanistan. The data were collected using four different types of instruments. The data were analyzed considering the influence of personal, psychological, and social factors on the participants’ language learning.

Results/Findings: The participant faced a great number of problems caused by personal, psychological, and social factors, including lack of social motivation, lack of social practice, economic limitations, and grammatical errors in productive skills usually transferred from the native language or caused by lack of practice. However, as an extraverted and motivated learner, he overcame most of the problems during learning. He improved his speaking skills and pronunciation through self-interactions and online communication.

Limitations: This was a single-participant case study; therefore, further studies are needed to generalize the findings to Afghan English language students.

Contribution: This study can help policymakers, curriculum designers, educational institution authorities, and English language educators to better identify the factors that affect English language learning.

Novelty: This is the only study conducted to examine the process of an individual’s English language learning process in Afghanistan.

Keywords:
1. personal
2. psychological
3. social
4. factors
5. English language learning
Authors:
Saifullah Muslim
How to Cite
Muslim, S. (2023). Impact of personal, psychological, and social factors on English language learning: A non-native student case study. Journal of Social, Humanity, and Education, 4(1), 63–78. https://doi.org/10.35912/jshe.v4i1.1612

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References

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  1. AlTameemy, F., & Daradkeh, A. (2019). Common paragraph-writing errors made by Saudi EFL students: Error analysis. Theory and Practice in Language Studies, 9(2), 178-187.
  2. Asif, S., Bashir, R., & Zafar, S. (2018). What Are the Factors Affecting the Use of English Language in English-Only Classrooms: Student's Perspectives in Pakistan. English Language Teaching, 11(6), 67-79.
  3. Center, T. L. (2006). Learning Style Questionnaire.
  4. Ginting, D. (2021). Student engagement and factors affecting active learning in English language teaching. VELES (Voices of English Language Education Society), 5(2), 215-228.
  5. Hambur, F. M. (2018). Vowel and Diphthongs Error Analysis of Random Secondary Students of Semarang. Paper presented at the English Language and Literature International Conference (ELLiC) Proceedings.
  6. Hanus, K. (2016). Factors That Influence Learning by English Language Learners (ELLs). BU Journal of Graduate Studies in Education, 8(2), 19-22.
  7. Hashemifardnia, A., Namaziandost, E., & Sepehri, M. (2019). The effectiveness of giving grade, corrective feedback, and corrective feedback-plus-giving grade on grammatical accuracy. International Journal of Research Studies in Language Learning, 8(1), 15-27.
  8. Ibna Seraj, P. M., Habil, H., & Hasan, M. K. (2021). Investigating the Problems of Teaching Oral English Communication Skills in an EFL context at the Tertiary Level. International journal of instruction, 14(2), 501-516.
  9. Ihsan, M. D. (2016). Students’ motivation in speaking English. JEES (Journal of English Educators Society), 1(1), v1i1. 147-v141i141. 147.
  10. Kayalar, F., & Kayalar, F. (2017). The effects of auditory learning strategy on learning skills of language learners (students’ views). IOSR Journal of Humanities and Social Science (IOSR-JHSS), 22(10), 04-10.
  11. Liu, M., & Wang, G. (2011). Paragraph-level errors in Chinese undergraduate EFL learners ‘compositions: a cohort study. Theory and Practice in Language Studies, 1(6), 584-593.
  12. Mart, Ç. T. (2020). Integrating Listening and Speaking Skills to Promote Speech Production and Language Development. MEXTESOL Journal, 44(2), n2.
  13. Namaziandost, E., & Nasri, M. (2019). The impact of social media on EFL learners’ speaking skill: a survey study involving EFL teachers and students. Journal of Applied Linguistics and Language Research, 6(3), 199-215.
  14. personality-testing.info. (2018). The Big Five Personality Test.
  15. Salehi, E., Hedjazi, Y., Hosseini, S. M., & Ebrahimi, M. S. (2014). The effect of personality types on the learning styles of agricultural students (A case study in Iran). The Online Journal of New Horizons in Education, 4(2), 126-135.
  16. Suter, J. (2004). Building vocabulary skills and strategies. Level 4: Saddleback Educational Pub.
  17. Watcharapunyawong, S., & Usaha, S. (2013). Thai EFL Students' Writing Errors in Different Text Types: The Interference of the First Language. English Language Teaching, 6(1), 67-78.