Keywords
Abstract
Sociolinguistic factors play an important role in how students learn and use English. This article describes the sociolinguistic profile of first-year English as a Foreign Language (EFL) students at a university in Uzbekistan. It examines learners' language backgrounds, identities, learning experiences, and the contexts in which they use English. The article discusses how factors such as gender, ethnicity, social class, family support, and access to learning resources influence students' motivation, participation, and language development. It also explores the sociolinguistic profile of the learning context and the future contexts where students are expected to use English. Based on this analysis, the article presents pedagogical and assessment implications, suggesting practical strategies for creating more inclusive, communicative, and fair English language classrooms. Understanding students' sociolinguistic backgrounds can help teachers better meet learners' needs and support their language learning.
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