This study investigates the influence of social backgrounds on English language learning, specifically comparing Tadjik and Kyrgyz students in a language center. The paper focuses on the role of ethnicity, socioeconomic status, and family support in shaping students’ English proficiency, learning preferences, and classroom experiences. Data was collected through surveys and interviews with 10 students, and the analysis explores the pedagogical implications of these social factors. The findings suggest that students’ backgrounds significantly affect their learning styles, attitudes toward language acquisition, and overall language performance, urging educators to consider these factors in language teaching strategies.

English language learning, social background, Tadjik students, Kyrgyz students, language teaching, educational equity.

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