This article explores the significant role that socio-cultural aspects play in English as a Foreign Language (EFL) acquisition, specifically focusing on learners' backgrounds, identities, and cultural beliefs. Drawing upon socio-cultural theory and second language acquisition research, the article investigates how these factors shape learners' motivations, language learning strategies, and overall proficiency. The discussion is based on current literature, theoretical frameworks, and case studies that highlight the complex interplay between language learning and culture. The article concludes by offering practical implications for language educators to better understand and address socio-cultural diversity in EFL classrooms.

Socio-cultural factors, EFL (English as a Foreign Language), Second language acquisition, Learner identity, Cultural beliefs,, Language learning strategies, Motivation, Educational background, Cultural diversity, Classroom pedagogy.

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