Imprints of Lower Socioeconomic Class in English Speaking Anxieties and Academic Performance of Rural and Urban Students

Authors

  • Rafaquat Ali The Islamia University of Bahawalpur, Bahawalnagar Campus, Pakistan
  • Furrukh Bashir Bahauddin Zakariya University, Multan. Pakistan.
  • Rashid Ahmad Bahauddin Zakariya University, Multan, Pakistan

DOI:

https://doi.org/10.52131/joe.2021.0303.0055

Keywords:

Socioeconomic Status/Class, English Language Learning, English Speaking Anxieties, Rural Students, Urban Students, Negative Thoughts in Speaking English

Abstract

The students’ socioeconomic status has acquired importance for elaborating differences in their educational outcomes. Various personal and contextual factors that affect students’ academic performance correlate with students' socioeconomic backgrounds. Likewise, rural and urban environments also impact academic achievements and academic behaviours. Language learning starts from home; therefore, students’ socioeconomic classes and residential environment can play a conspicuous role in their language learning. However, speaking skills are complex and can induce speaking anxiety in students. The English language is the medium of instruction in most countries in higher education. Therefore, researchers’ interest has increased in English-speaking anxieties at the international level. The lower socioeconomic class students are expected to have negative academic behaviours and anxieties. Therefore, this study examined the impact of lower socioeconomic class students’ rural and urban environments on their English speaking anxieties and academic performance. The conveniently available 705 university students filled out an online questionnaire about their socioeconomic class, English speaking anxieties, and academic performance. The study results revealed an insignificant direct impact of students’ lower socioeconomic class on their academic grades. The students’ perception of poor performance in speaking English mediated the effect of lower socioeconomic class on their academic grades. The impacts of English speaking anxieties on academic performance were significant in urban students and insignificant in rural students. The study's findings have implications for reducing the adverse effects of lower socioeconomic class on students' academic performance and English language learning.

Author Biographies

Rafaquat Ali, The Islamia University of Bahawalpur, Bahawalnagar Campus, Pakistan

Assistant Professor, Department of Education,

Furrukh Bashir, Bahauddin Zakariya University, Multan. Pakistan.

Assistant Professor of Economics

School of Economics

Rashid Ahmad, Bahauddin Zakariya University, Multan, Pakistan

Assistant Professor, School of Economics

References

Adams, D. (2002). Education and National Development: Priorities, Policies, and Planning. Education in Developing Asia, Volume 1. http://cerc.edu.hku.hk/wp-content/uploads/2013/11/Education-and-National-Development-Priorities-Policies-and-Planning.pdf

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The Case of Students of Japanese. The Modern Language Journal, 78(2), 155-168. doi:10.2307/329005

Ali, R., & Bakar, A. (2019). The Probability to Memorize and Understand Textbook Information: Socioeconomic Class as the Predictor for Cognitive Processing Strategies in Pakistani Education System. Pakistan Journal of Social Sciences (PJSS), 39(1).

Baker, E. H. (2014). Socioeconomic Status, Definition (E. H. S. S. Baker, Definition. In The Wiley Blackwell Encyclopedia of Health, Illness, Behavior, and Society (eds ). https://doi.org/10.1002/9781118410868.wbehibs395, Trans.). In W. C. Cockerham, R. Dingwall, & S. Quah (Eds.), The Wiley Blackwell Encyclopedia of Health, Illness, Behavior, and Society (pp. 2210-2214).

Bernstein, D. (2006). The impact of implicit theories of intelligence on the motivation of students with learning challenges. (3210259 Ph.D.), Fordham University, Ann Arbor. Retrieved from https://www.proquest.com/dissertations-theses/impact-implicit-theories-intelligence-on/docview/305332749/se-2?accountid=135034 ProQuest Dissertations & Theses Global database.

Bruce, L. J. (2003). A comparison of teachers' perceptions and students' self-perceptions of reading ability at the grade four, five and six level. (MQ84210 M.A.), University of Toronto (Canada), Ann Arbor. Retrieved from https://www.proquest.com/dissertations-theses/comparison-teachers-perceptions-students-self/docview/305260066/se-2?accountid=135034 ProQuest Dissertations & Theses Global database.

Butler, Y. G., & Le, V.-N. (2018). A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language. System, 73, 4-15. doi:https://doi.org/10.1016/j.system.2017.07.005

Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of Socioeconomic Status, Parent–Child Relationship, and Learning Motivation on Reading Ability. Frontiers in psychology, 9. Retrieved from https://www.frontiersin.org/article/10.3389/fpsyg.2018.01297

Cho, Y., Smits, J. A. J., & Telch, M. J. (2004). The Speech Anxiety Thoughts Inventory: scale development and preliminary psychometric data. Behaviour Research and Therapy, 42(2004), 13-25. doi:10.1016/S0005-7967(03)00067-6

D'Esposito, S. E., Blake, J., & Riccio, C. A. (2011). Adolescents' Vulnerability to Peer Victimization: Interpersonal and Intrapersonal Predictors. Professional School Counseling, 14(5), 299-309. Retrieved from http://www.jstor.org/stable/23801080

Das, S. K. (2019). Confidence interval is more informative than p-value in research. International Journal of Engineering Applied Sciences and Technology, 4(6), 278-282. Retrieved from http://www.ijeast.com)

Destin, M., Hanselman, P., Buontempo, J., Tipton, E., & Yeager, D. S. (2019). Do Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic Achievement in the United States? AERA Open, 5(3). doi:10.1177/2332858419857706

Dixson, D. D., Keltner, D., Worrell, F. C., & Mello, Z. (2018). The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement. The Journal of Educational Research, 111(4), 507-515. doi:10.1080/00220671.2017.1302915

Dweck, C. S. (2006). The truth about ability and accomplishment Mindset: The new psychology of success. Random House: New York.

Dweck, C. S., Davidson, W., Nelson, S., & Enna, B. (1978). Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis. Developmental Psychology, 14(3), 268-276. doi:10.1037/0012-1649.14.3.268

Foyewa, R. A. (2015). English: the international language of science and technology. International Journal of English Language and Linguistics Research, 3(5), 34-41. Retrieved from https://www.eajournals.org/wp-content/uploads/English-The-International-Language-of-Science-and-Technology.pdf

Gobena, G. A. (2018). Family Socio-economic Status Effect on Students’ Academic Achievement at College of Education and Behavioral Sciences, Haramaya University, Eastern Ethiopia. Journal of Teacher Education and Educators, 7(3), 207-222. doi:https://files.eric.ed.gov/fulltext/EJ1207284.pdf

Gottfried, A. W., Gottfried, A. E., Bathurst, K., Guerin, D. W., & Parramore, M. M. (2003). Socioeconomic Status in Children's Development and Family Environment: Infancy Through Adolescence. In B. M & Bradley R (Eds.), Socioeconomic Status, Parenting, and Child Development, Monographs in parenting series (pp. 209). New Jersey: Lawrence Erlbaum Associates, Inc.

Hair, J., F., Hult, G., Tomas, M., Ringle, C., M., & Sarstedt, M. (2014). Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). California, USA: SAGE Publications, Inc.

Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. . doi:https://doi.org/10.1007/s11747-014-0403-8

Hoff-Ginsberg, E., & Tardif, T. (1995). Socioeconomic status and parenting Handbook of parenting, Vol. 2: Biology and ecology of parenting. (pp. 161-188). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc.

Hoff, E. (2003). Causes and Consequences of SES-Related Differences in Parent-to-Child Speech. In B. M & Bradley R (Eds.), Socioeconomic Status, Parenting, and Child Development, Monographs in parenting series (pp. 147-161). New Jersey: Lawrence Erlbaum Associates, Inc.

Hosokawa, R., & Katsura, T. (2018). Effect of socioeconomic status on behavioral problems from preschool to early elementary school - A Japanese longitudinal study. PLoS ONE, 13(5), e0197961-e0197961. doi:10.1371/journal.pone.0197961

Hughes, A. A., Lourea-Waddell, B., & Kendall, P. C. (2008). Somatic Complaints in Children with Anxiety Disorders and their Unique Prediction of Poorer Academic Performance. Child Psychiatry and Human Development, 39(2), 211-220. doi:10.1007/s10578-007-0082-5

Hwang, H. (2009). Regularized Generalized Structured Component Analysis. Psychometrika, 74(3), 517-530. doi:10.1007/s11336-009-9119-y

Hwang, H., & Takane, Y. (2014). Generalized Structured Component Analysis: A Component-Based Approach to Structural Equation Modeling: Chapman and Hall/CRC.

Hwang, H., Takane, Y., & Jung, K. (2017). Generalized Structured Component Analysis with Uniqueness Terms for Accommodating Measurement Error. Frontiers in psychology, 8(2137). doi:10.3389/fpsyg.2017.02137

Kormos, J., & Kiddle, T. (2013). The role of socio-economic factors in motivation to learn English as a foreign language: The case of Chile. System. Retrieved from https://core.ac.uk/reader/9666957

Labaree, D. F. (1997). Public Goods, Private Goods: The American Struggle Over Educational Goals. American Educational Research Journal, 34(1), 39-81. doi:10.3102/00028312034001039

Lamb, S., Glover, S., & Walstab, A. (2014, 03-05 August 2014). Educational disadvantage and regional and rural schools. Paper presented at the Quality and Equity: What does research tell us?, Adelaide Convention Centre.

Li, H., Peng, M. Y.-P., Yang, M., & Chen, C.-C. (2020). Exploring the Influence of Learning Motivation and Socioeconomic Status on College Students' Learning Outcomes Using Self-Determination Theory. Frontiers in psychology, 11, 849-849. doi:10.3389/fpsyg.2020.00849

Li, S., Xu, Q., & Xia, R. (2020). Relationship Between SES and Academic Achievement of Junior High School Students in China: The Mediating Effect of Self-Concept. Frontiers in psychology, 10. Retrieved from https://www.frontiersin.org/article/10.3389/fpsyg.2019.02513

Liu, M., & Jackson, J. (2008). An Exploration of Chinese EFL Learners' Unwillingness to Communicate and Foreign Language Anxiety. The Modern Language Journal, 92(1), 71-86. Retrieved from http://www.jstor.org/stable/25172993

Liu, R., & Chiang, Y.-L. (2019). Who is more motivated to learn? The roles of family background and teacher-student interaction in motivating student learning. The Journal of Chinese Sociology, 6(1), 6. doi:10.1186/s40711-019-0095-z

Lurie, L. A., Hagen, M. P., McLaughlin, K. A., Sheridan, M. A., Meltzoff, A. N., & Rosen, M. L. (2021). Mechanisms linking socioeconomic status and academic achievement in early childhood: Cognitive stimulation and language. Cognitive Development, 58, 101045. doi:https://doi.org/10.1016/j.cogdev.2021.101045

Manstead, A. S. R. (2018). The psychology of social class: How socioeconomic status impacts thought, feelings, and behaviour. The British journal of social psychology, 57(2), 267-291. doi:10.1111/bjso.12251

McCroskey, J. C. (1977). Classroom consequences of communication apprehension. Communication Education, 26(1), 27-33. doi:10.1080/03634527709378196

Meltzer, L., Reddy, R., Pollica, L. S., Roditi, B., Sayer, J., & Theokas, C. (2004). Positive and Negative Self-Perceptions: Is There a Cyclical Relationship Between Teachers' and Students' Perceptions of Effort, Strategy Use, and Academic Performance? Learning Disabilities Research & Practice, 19(1), 33-44. doi:https://doi.org/10.1111/j.1540-5826.2004.00087.x

NICHD, N. I. o. C. H. a. H. D. E. C. C. R. N. (2005). Duration and developmental timing of poverty and children’s cognitive and social development from birth through third grade. Child Development, 76(4), 795-810. doi:doi: 10.1111/j.1467-8624.2005.00878.x

Nunan, D. (2003). The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region. TESOL Quarterly, 37(4), 589-613. doi:10.2307/3588214

Østbø, I. U., & Zachrisson, H. D. (2021). Student Motivation and Parental Attitude as Mediators for SES Effects on Mathematics Achievement: Evidence from Norway in TIMSS 2015. Scandinavian Journal of Educational Research, 1-16. doi:10.1080/00313831.2021.1939138

Ozkal, K., Tekkaya, C., Sungur, S., Cakiroglu, J., & Cakiroglu, E. (2011). Elementary Students’ Scientific Epistemological Beliefs in Relation to Socio-Economic Status and Gender. Journal of Science Teacher Education, 22(2), 115-127. doi:10.1007/s10972-010-9197-9

Pfeffer, F. T. (2015). Equality and quality in education. A comparative study of 19 countries. Social Science Research, 51, 350-368. doi:10.1016/j.ssresearch.2014.09.004

Prabowo, E., & Akma, A. (2019). Challenges In Teaching English At Rural And Urban Schools And Their Solutions. International journal of scientific & technology research, 8(10), 3706-3710. Retrieved from https://www.ijstr.org/final-print/oct2019/Challenges-In-Teaching-English-At-Rural-And-Urban-Schools-And-Their-Solutions.pdf

Ramírez-Castañeda, V. (2020). Disadvantages in preparing and publishing scientific papers caused by the dominance of the English language in science: The case of Colombian researchers in biological sciences. PLoS ONE, 15(9), e0238372. doi:10.1371/journal.pone.0238372

Roubinov, D. S., & Boyce, W. T. (2017). Parenting and SES: relative values or enduring principles? Current opinion in psychology, 15, 162-167. doi:10.1016/j.copsyc.2017.03.001

Schneider, E. (2014). The fate of a global language. The World Today, 70(6), 16-18. Retrieved from http://www.jstor.org/stable/45048684

Seiler, W. J., Boohar, R. K., & Garrison, J. P. (1978). Speech Anxiety and Student Learning. Journal of College Science Teaching, 7(4), 223-226. Retrieved from http://www.jstor.org/stable/42988062

Sharma, R. (2017). Update: Revised Kuppuswamy’s Socioeconomic Status Scale: Explained and Updated. Indian Pediatrics, 54(15), 667-870. doi:https://www.indianpediatrics.net/oct2017/867.pdf

Shields, L., Anne, N., & Debra, S. (2017). Equality of Educational Opportunity. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy

Sirin, S. R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 75(3), 417-453. doi:10.3102/00346543075003417

Størksen, I., Ellingsen, I. T., Wanless, S. B., & McClelland, M. M. (2015). The Influence of Parental Socioeconomic Background and Gender on Self-Regulation Among 5-Year-Old Children in Norway. Early Education and Development, 26(5-6), 663-684. doi:10.1080/10409289.2014.932238

Sullivan, K., Andrew, M., & Perry, L. B. (2018). A Comparison of Rural Educational Disadvantage in Australia, Canada, and New Zealand Using OECD’s PISA. SAGE Open, 1-12. doi:DOI: 10.1177/2158244018805791

Ullah, H., & Ali, J. (2018). Schools and Families: Reproduction of Class Hierarchies through Education in Pakistan. Pakistan Journal of Criminology, 10(3), 86-105. Retrieved from http://www.pjcriminology.com/wp-content/uploads/2019/02/7.pdf

White, S. B., Reynolds, P. D., Thomas, M. M., & Gitzlaff, N. J. (1993). Socioeconomic Status and Achievement Revisited. Urban Education, 28(3), 328-343. doi:10.1177/0042085993028003007

Wiederkehr, V., Darnon, C., Chazal, S., Guimond, S., & Martinot, D. (2015). From social class to self-efficacy: internalization of low social status pupils’ school performance. Social Psychology of Education, 18(4), 769-784. doi:10.1007/s11218-015-9308-8

Xuan, X., Xue, Y., Zhang, C., Luo, Y., Jiang, W., Qi, M., & Wang, Y. (2019). Relationship among school socioeconomic status, teacher-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model. PLoS ONE, 14(3), e0213783. doi:10.1371/journal.pone.0213783

Downloads

Published

2021-12-31

How to Cite

Ali, R. ., Bashir, F., & Ahmad, R. . (2021). Imprints of Lower Socioeconomic Class in English Speaking Anxieties and Academic Performance of Rural and Urban Students. IRASD Journal of Economics, 3(3), 412 – 425. https://doi.org/10.52131/joe.2021.0303.0055