Socioeconomic status as a predictor of vocabulary knowledge in Bangladeshi EFL tertiary students

Abstract

This study investigates the relationship between socioeconomic status (SES) and the vocabulary range of tertiary-level EFL learners, a crucial yet unexplored area, particularly in developing countries. Therefore, by applying Bourdieu’s (1986) cultural capital theory, this study aims to identify the extent to which SES can predict the vocabulary range of learners and determine the most influential SES factors contributing to learners’ vocabulary range, thus addressing a gap in research of advanced-level EFL learners. The study employed a quantitative research design, collecting data from 366 students at the tertiary level. The data was analyzed using SPSS, Pearson correlation, multiple regression, and ANOVA. The results of the study indicate that there is a modest but significant correlation between SES and vocabulary range of tertiary-level EFL learners, with father’s occupation, learner’s school location (studied in schools of urban or rural areas), and educational background (English medium schooling or Bangla medium schooling) emerging as the strongest predictors. Thus, these findings extend Bourdieu’s theory in the South Asian context and offer valuable insights to Bangladeshi ELT policymakers and EFL educators in designing effective pedagogical interventions and vocabulary enrichment programs to facilitate disadvantaged learners.