The Influence of Social Factors on EFL Learners at Sudanese Secondary Schools

Abstract

This study aims to examine the influence of social factors on learning English as a foreign language at Sudanese secondary schools. The area of this study in the White Nile State, Rabak Locality. The respondents for this study were (277) secondary school students, second and third level in the school year (2016-2017). Among them (128) were males and (149) were females. The researchers applied the descriptive correlative method. The questionnaire was used for collecting information about the effect of social factors in EFL learning from secondary school students. The data were analyzed by using the Statistical Package for the Social Sciences (SPSS) for the processing of the study data. The basic hypothesis was that there is a significant statistical positive correlation between the level of participants' social factors and academic achievement in EFL learning. The study has come to a number of findings such as that there is no statistical correlation between the level of participants social factors and their academic achievement in EFL learning. There are differences that have statistical indications between male and female participants in the degree of the effect of social factors in favour of females. The outcome of the study also showed that there are no differences in the degree of the effect of social factors due to the type of school. The researchers have offered some recommendations for teachers of English language, parents and makers of educational policy to handle with the social problems of the students.