The Influence of Parents and Institutions on the Development of English Language Proficiency among Secondary School Students in Punjab, Pakistan

Abstract

The study aimed to investigate the impact of parental and institutional factors on the proficiency of English language skills, specifically listening and speaking, among secondary level students in the southern districts of Punjab province. The study covered a population of 201366 9th-grade students from 2106 public secondary schools. A sample of 384 students, representing both genders, was selected using the Krejcie and Morgan rule (1970) stratified and simple random sampling techniques. A survey questionnaire was developed to collect feedback from 9th-grade students on their listening and speaking skills. The questionnaire included sections on demographic variables, parental and institutional factors, as well as students' overall perception of their language skills and available resources for improvement. The data was analyzed using linear regression to assess the impact of parental and institutional factors on students' listening and speaking abilities. The regression analyses revealed a significant connection between parental and institutional factors and students' language learning outcomes. The study emphasizes the substantial role of both parental and institutional efforts in improving students' language learning outcomes.