Abstract
This study examined how social class affects how well TESL students do in school. The problem statement said that students from lower social classes have less access to resources and support systems than students from higher social classes, so they do worse in school. A literature review showed that students from lower social classes have fewer resources to help them succeed and a lower level of self-efficacy, which can cause them to do worse in school. The method for this study was to give a survey to a sample of 200 TESL students to find out how well they did in school and what their social class was. Then, descriptive and inferential statistics were used to look at the relationship between social class and academic success based on the survey data. As part of the proposed statistical analysis for this study, Pearson’s correlation coefficient and one-way analysis of variance (ANOVA) will be used to determine how much social class and academic achievement are linked and how academic achievement varies by social type.
CHAPTER 1:Introduction
Social class is a big part of how well someone does in school, and how it affects school performance has been the subject of much research. This study examines how class affects academic success in teaching English as a second language (TESL). It looks at what affects a student’s success or failure in school and how their social class affects them. It also looks at how social class affects the relationship between a teacher and a student and the classroom.
Background Research
Researchers in TESL have looked at several things to find out how social class affects academic success. These include the effect of the family background and how involved the parents are, the effect of the school environment, and what the teacher expects of the student. Studies have shown that students from low-income and minority backgrounds are more likely not to be ready for college-level classes and to have trouble in school. Also, they are more likely to feel like they do not know their classmates or teachers, which makes them less interested in class. Researchers have also found that students from higher social classes are more likely to be interested in their classes, get more help from their teachers and peers, and do better in school. These studies show that social class is a significant factor in how well TESL students do.
Problem statement
This research aims to find out how social class affects academic performance in TESL. In particular, this study will look at how TESL learners’ social type affects their academic success by looking at their language skills, motivation, interest in learning, and overall academic performance. The study will examine how different levels of socioeconomic status and family background affect the academic success of TESL learners and how teachers can deal with possible educational inequalities in their classrooms.
Research Objective:
This study aims to find out how social class affects how well English as a Second Language (ESL) students do in school. This study will examine how students’ backgrounds, such as family income, parental education level, and other factors, affect how well they do in ESL classes.
Research Question:
What is the relationship between ESL students’ social class and how well they do in school, and how can this relationship be used to help ESL students learn better?
Gap
The problem with this research is that it does not look at other things that affect academic success, like how different people learn, how motivated they are, and how easy it is to get to educational resources. Also, most studies on this subject have focused on how socioeconomic status affects student achievement instead of how social class affects student achievement. Also, most studies have examined how social class affects people in the West. Only a little research has been done in other parts of the world. Lastly, more research is needed to determine how social class affects ESL students learning English as a second language.
Significance of the research
The research on how social class affects academic success in TESL will significantly impact both teachers and students. The results of this research can help teachers better understand the different needs of students based on their social class and create more appropriate places to learn. The research results could also help make policies and practices that help students from low-income backgrounds do better in school.
The research is also important from a theoretical point of view because it helps us figure out how social class affects academic success. By looking at how social class affects achievement, researchers can learn more about the differences in education between colonial styles and how to fix these differences.
The research is also necessary because it can help teachers improve students’ academic performance from low-income families by giving them specific strategies and techniques. For instance, the study could provide teachers with ideas for how to deal with the language barriers common in classrooms with many low-income students.
Lastly, the research is important from a methodological point of view because it gives us a way to measure how social class affects academic success. By looking at the data from the study, researchers can learn more about how social class affects academic achievement and how that affects how well students do in school.
CHAPTER 2: Literature Review
The Impact of Social Class on Academic Achievement in TESL examines the relationship between social class and academic achievement in teaching English as a Second Language (TESL). This research article reviews the literature on the topic and discusses how social class can affect academic achievement in the TESL classroom (Raufman et al., 2019). The report suggests a link between social class and academic performance in TESL, which can significantly affect a student’s success.
The first article, “Impact of social stratification on child development and learning,” by Hebert et al. (2018), examines how a child’s social class affects their growth and learning. It says that a child’s social class affects what resources and opportunities they have access to, affecting how well they do in school. The article says that the effects of social class on academic performance are more potent in the first years of school, and it talks about what this could mean for teachers. This article’s strength is that it gives an overview of the literature on the subject and talks about what it might mean for teachers. This article’s weakness is focusing on something other than TESL in particular. Because of this, it does not discuss how social class might affect academic success in a TESL classroom.
The second article, “Achievement at school and socioeconomic background—an educational perspective” by Thomson (2018), looks at how a family’s socioeconomic status affects how well a student does in school. It says there is a strong link between the two, which is especially clear in the first few school years. This article’s strength is that it gives a thorough overview of the literature on the subject and talks about how it might affect teachers. This article’s weakness is that it does not discuss TESL. Because of this, it does not discuss how social class might affect academic performance in a TESL classroom.
The third article, The Effects of Poverty on Academic Achievement by Kendra McKenzie (2019), discusses how poverty affects how well someone does in school. It says that being poor is linked to not doing well in school and suggests that this is because of a lack of access to resources and other things like insufficient food, health care, and educational support. This article’s strength is that it closely examines the literature on the subject and discusses what it might mean for teachers (Lou & Noels, 2020). The problem with this article is that it needs to talk about TESL in particular. Because of this, it does not talk about how poverty might affect academic performance in a TESL classroom.
The fourth article, “Social network site use and academic achievement: A meta-analysis,” by C. Huang (2018), examines the relationship between social media use and academic success. It says there is a link between the two and suggests that this might be because social media can be distracting and cyberbullying can happen. This article’s strength is that it gives an overview of the literature on the subject and talks about what it could mean for teachers. The problem with this article is that it does not talk about TESL in particular, so it does not discuss how social media use may affect academic achievement in TESL classrooms.
The fifth article, Socioeconomic conditions and academic performance in higher education in Colombia during the pandemic.BJ Kolan • 2018, looks at the connection between socioeconomic conditions and academic performance in higher education in Colombia during the pandemic. It says there is a link between the two and suggests that this might be because the pandemic messed up traditional ways of learning and teaching. This article’s strength is that it gives an overview of the literature on the topic and talks about what it might mean for teachers in TESL classrooms. This article’s weakness is that it does not discuss the relationship between social class and academic success. It also does not discuss how social class may affect academic success in the TESL classroom.
Lastly, the research article The Impact of Social Class on Academic Achievement in TESL gives an overview of the literature on the subject. It gives insights into how social class can affect academic achievement in the TESL classroom. The five articles we discussed above all look at the relationship between social class and academic success from different angles. However, none discuss how social class might affect academic success in a TESL classroom. The research article details the topic and gives teachers of TESL valuable information about what it could mean for them.
Framework:
This study will examine how social class affects academic success in TESL (Teaching English as a Second Language). This research will focus on the following areas:
1) The economic and social factors that affect students’ access to learning materials, resources, and opportunities;
2) How students’ beliefs, attitudes, and actions affect how well they do in school;
3) How family and community environments affect success in school; and
4) How school policies and practices affect how well students do in school.
Hypothesis:
Students from lower social classes are thought to do better in TESL because they need more access to learning materials, resources, and opportunities and live in less-than-ideal family and community situations (Barrot, 2021). School policies and practices that favor students from higher social classes will make it harder for students from lower social classes to do well in school.
CHAPTER 3: Methods
Describe the population whom you plan to sample:
Students in the field of Teaching English as a Second Language will be used as a sample for this research (TESL). Students of all ages, backgrounds, and levels of education will be included in the sample population.
Criteria for being included and not being included:
Participants must be enrolled in a full-time or part-time TESL program to be considered for this study. For this research, one of the rules that will keep people from taking part is that they cannot have any mental or physical disabilities that could affect their schoolwork or ability to participate.
Sampling procedure
Sampling methods are essential to research because they evaluate the sample size and the study’s scope. In the study on how social class affects academic success in TESL, researchers used “purposeful sampling.” This sampling is used when a researcher wants to learn more about a particular group of people or an event. In this case, the researcher wanted to look at how social class affects academic achievement in TESL, so he or she chose a group of students based on how well off they were.
The researcher then chose a small group of students from the target population, taking into account their age, gender, nationality, and educational background (Tarabini et al., 2019). This helped the researcher ensure that the sample was representative of the target population. The researcher then conducted interviews and surveys with the selected students, focusing on the impact of social class on academic achievement in TESL.
The last step of the sampling process was to look at the information from the surveys and interviews. The researcher used techniques like content analysis and thematic analysis to examine the data and conclude how social class affects academic success in TESL. The results of this analysis were then used to suggest how students from different social classes could get a better education.
Research Design
The design of this study’s research should be based on a qualitative method so that we can learn more about the link between ESL learners’ social class and how well they do in school. Qualitative research involves collecting and analyzing information from in-depth interviews, focus groups, and observations. Researchers can learn more about the context and experiences of the participants, which is essential for understanding the relationship between social class and academic success in ESL learners.
The research should include in-depth interviews with people learning English as a second language (ESL) to discover what they have seen and thought about the link between social class and academic success. The interviews should be semi-structured so that the researcher can determine what the participant has done and how they feel about the topic. Focus groups could also be used to look at the relationship between social class and academic success from different points of view. Lastly, observations of ESL classrooms could be done to see how students from different social classes interact with each other and how well they do in school.
Using a qualitative research design, the researcher can learn more about the link between ESL learners’ social class and their school performance. This knowledge can then be used to develop ways to help ESL students learn more effectively.
Data Collection Method
Data collection is an essential part of doing research. It is the process of getting information or data from different sources, organizing it, and then analyzing it to answer a specific research question. Data collection is essential to any research project because it gives the raw material needed to answer a research question. The data collected can be qualitative or quantitative, depending on the research question and goals. Concerning the research topic “The Effects of Social Class on Academic Achievement in ESL,” there are different ways to collect the data needed to answer the question.
In social science research, qualitative data collection is one of the most common ways to gather data. Methods for gathering qualitative data include interviews, focus groups, observations, and reviews of documents. Researchers can learn more about people’s experiences, attitudes, and beliefs about their social class by using these methods.
Interviews are a popular way to collect qualitative data for social science research because they allow the researcher to learn more about the experiences and beliefs of the people being studied. Interviews can occur in person, over the phone, or online. Depending on the research question and the data collection type, interviews can be structured, semi-structured, or unstructured. In structured interviews, all participants are asked the same set of questions. The same questions are asked in semi-structured interviews, but the participant is given more time to answer. In unstructured interviews, the interviewer asks broad questions and lets the interviewee answer in their own words.
Focus groups are another popular way for social science researchers to gather qualitative data. Focus groups bring together people who have had or feel the same way about something and let them discuss a specific topic or issue. The focus group is then led by a researcher, who guides the conversation and ensures everyone gets an equal chance to say something. This method is excellent for learning more about what a group of people has been through and how they feel about things.
Another popular way to get qualitative data for social science research is through observations. The researcher observes how people or groups act in their natural environment. The researcher can learn about how people or groups interact with each other and how they react to certain things or situations by watching them directly.
Document reviews are another way to get qualitative data for social science research. During a document review, the researcher looks at written documents like school records, government reports, and newspaper articles to find relevant information. Through document reviews, the researcher can learn more about the social environment in which people live and how this environment might affect how well they do in school.
Most of the time, there are many different ways to collect qualitative data for a research topic like “The Effect of Social Class on Academic Achievement in ESL.” These methods include interviews, focus groups, observations, and document reviews. Each method allows the researcher to learn more about how people’s experiences, attitudes, and beliefs relate to their social class and how well they do in school.
Procedures
Collecting data is an essential part of any research, and the same is true for TESOL research on how social class affects academic achievement. With accurate and trustworthy data, the researcher can come to conclusions that make sense. This kind of research has many different ways to gather information. Here are some ways that TESOL teachers can collect data to study how social class affects how well students do in school.
Survey: Surveys are a popular method for collecting data and can be used to collect data for research on the impact of social class on academic achievement in TESOL. Surveys can be given online, by mail, or in person (Md Yunus et al., 2021). This method is helpful because it lets the researcher gather information quickly and cheaply. Nevertheless, knowing about possible problems, like response and non-response bias, is essential.
Interviews are an excellent way to get information for TESOL research on how social class affects academic success. Interviews can be set up in a certain way or not. Structured interviews involve using predetermined questions, while unstructured interviews involve allowing interviewees to answer questions in their own words. Interviews are advantageous because they allow for a more in-depth topic exploration. However, being aware of potential limitations, such as interviewer bias, is essential.
Focus Groups: Focus groups are another popular method of data collection in research on social class’s impact on TESOL academic achievement. Focus groups involve bringing people together to discuss a particular topic. This method is advantageous because it allows the researcher to gain insights into the participants’ attitudes and beliefs. However, being aware of potential limitations, such as group dynamics and participant bias, is essential.
Observation: Observation is a valuable data collection method in research on social class’s impact on TESOL academic achievement. This method involves the researcher observing the participants’ behavior in the study. This method is advantageous because it allows the researcher to gain a more comprehensive understanding of the topic. However, being aware of potential limitations, such as observer bias, is essential.
Document Analysis: Document analysis is another proper method of data collection in research on the impact of social class on academic achievement in TESOL (Hussain et al., 2020). This method involves the researcher analyzing school records, transcripts, and other relevant documents. This method is advantageous because it allows the researcher to gain a more comprehensive understanding of the topic. However, being aware of potential limitations, such as selection bias, is essential.
Secondary Data: Secondary data is a valuable method of data collection in research on the impact of social class on academic achievement in TESOL. This method involves the researcher utilizing data from other sources, such as government reports, census data, and other relevant sources. This method is advantageous because it allows the researcher to gain a more comprehensive understanding of the topic. However, being aware of potential limitations, such as data accuracy, is essential.
Experiments: Experiments are a valuable data collection method in research on social class’s impact on TESOL academic achievement. This method involves the researcher manipulating certain variables in order to observe the effects on the participants. This method is advantageous because it allows the researcher to gain a more comprehensive understanding of the topic. However, being aware of potential limitations, such as experimenter bias, is essential.
Finally, various data collection methods can be used in research on social class’s impact on TESOL academic achievement. These include surveys, interviews, focus groups, observation, document analysis, secondary data, and experiments. Each of these methods has its advantages and disadvantages, and the researcher needs to be aware of these to ensure the data’s accuracy and reliability.
Proposed Analysis
The proposed analysis to study the impact of social class on academic achievement in TESL will involve using both quantitative and qualitative methods (Al Fadda, 2019). Quantitative methods will involve using surveys and questionnaires to collect numerical data from a sample of learners in the TESL program. The surveys will be designed to collect information on the social class of the learners, their academic achievement, and any other relevant factors such as parental support, access to resources, etc. The collected data will then be analyzed to identify social class and academic achievement correlations.
Qualitative methods will involve interviews, focus groups, and other forms of participant observation to gather information about the learners’ experiences and perspectives. These methods will provide a more in-depth understanding of the factors influencing the learners’ academic performance. The collected data will then be analyzed to identify any patterns or themes related to social class.
In addition to the quantitative and qualitative methods, the proposed analysis will also review existing research. This review will better understand how social class impacts academic achievement in TESL (LaCosse et al ., 2020). It will also allow for comparing the findings from the proposed analysis with existing research.
Overall, the proposed analysis will use quantitative and qualitative methods to study the impact of social class on academic achievement in TESL. Using surveys, interviews, focus groups, and a review of existing research will provide an in-depth understanding of the factors influencing the learners’ academic performance. This understanding can then be used to inform policies and practices that will improve learners’ academic achievement from all social backgrounds.
Conclusion
Overall, the qualitative research has demonstrated that social class impacts academic achievement in TESL. The findings of this research are significant because they provide insight into the experiences of students from different social classes and suggest that there may be a need to address the issue of social class inequality to ensure that all students can achieve academic success. Qualitative research has been used to investigate the impact of social class on academic achievement in TESL. Qualitative research methods are used to gain an in-depth understanding of individuals’ experiences and perspectives and explore the relationships between different variables. In this case, the qualitative research aimed to understand the impact of social class on academic achievement in TESL. The qualitative research gathered data from semi-structured interviews with students and faculty from various social classes. The data were then analyzed using content analysis to identify patterns and themes and to explore the relationship between social class and academic achievement. The research concluded that social class does have an impact on academic achievement in TESL. The findings showed that students from higher social classes had higher levels of academic achievement than those from lower social classes. Furthermore, the research showed that students from lower social classes were more likely to experience feelings of alienation and exclusion in the classroom and feel they were not taken seriously or respected. The research also revealed that faculty members favored students from higher social classes and could be more likely to provide additional resources and support.
Reference
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