Examining the Sociodemographic Profiles of Foreign Language Learners: Implications for Sustainable Education
Keywords:
Socio-demographic, Foreign language, Sustainable educationAbstract
This study investigates the influence of sociodemographic factors specifically age, gender, and year level on foreign language learning beliefs among Thai English as a Foreign Language (EFL) students. By analyzing the relationships between these factors and learners’ beliefs about language aptitude, learning difficulties, communication strategies, and motivation, the research reveals how personal and cultural factors shape language acquisition. Pearson’s correlation analysis identifies weak to moderate relationships, with key findings including a moderate negative correlation between gender and perceptions of reading and writing difficulty (r=-0.384, p=0.001), and a moderate positive correlation between year level and beliefs about the benefits of speaking English well (r=-0.398, p=0.000). Additionally, gender shows a weak positive correlation with self-consciousness (r=0.197, p=0.093), while year level is negatively correlated with emphasis on grammar rules (r=-0.251, p=0.031). The results highlight the significant role of sociodemographic factors in shaping language learning beliefs, which offer insights for adapting educational practices to foster sustainability and inclusivity in a changing context of language learning.
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