Linguistic and Socio-Cultural Challenges in English Learning: A Study on Indigenous Students in Bangladesh’s Higher Education - Abdulla-All-Mijan , Afsana Chowdhury & Md Rabiul Hasan

Abstract: Despite growing attention to educational equity in Bangladesh, empirical evidence on the English language learning challenges faced by Indigenous university students remains limited. This study addresses this gap by investigating the linguistic and socio-cultural factors influencing English proficiency among Indigenous students in higher education through a questionnaire survey of 200 participants. Analysis of data assessment was achieved with the help of ANOVA and Spearman correlation and Chi-square tests. Once again, Multiple Linear Regression (MLR) were carried out to analyze the contributing factors to the level of English proficiency. The results showed that the early exposure to the English language (𝜌 = 0.848) and the availability of study material (𝜌 = 0.839) produced the greatest positive effects on language proficiency. However, the socio-economic background and institutional support had a small impact. Regression analysis showed that early exposure to learning (β = 0.422), as well as learning resources (β = 0.378), retained their predictive power to resultant proficiency outcomes. The data reflected the presence of ethnic differences in the socio-economic status due to systemic inequalities. The findings provide empirical evidence to Linguistic and Socio-Cultural Challenges in English Learning: A Study on Indigenous Students in Bangladesh’s Higher Education support educational policies and targeted interventions aimed at improving English language learning opportunities for Indigenous students in Bangladesh. Keywords: indigenous students, English proficiency, language barriers, socio-economic factors, higher education