Impact of Sociocultural Background and Equity on English Language Learning Performance Among Urban and Rural Students in Higher Education

Sociocultural background, equity, and access to educational resources play a significant role in shaping the English language performance of university students, often creating disparities between students from rural and urban contexts. This study examines how these factors influence the English proficiency of A1 students at a public university, which is considered one of the most outstanding and recognized public institutions in southeastern Mexico, focusing on the role of context and educational conditions in language learning. Grounded in sociolinguistic and motivational theory (Trudgill, 1995; Gardner, 1985; Gholami et al., 2012; Van Bui, 2017), the research explores how sociocultural environments influence exposure to English, attitudes toward the language, and students’ engagement in the learning process. A mixed-methods approach was used to collect both quantitative and qualitative data. The instruments included a demographic questionnaire, an English proficiency test, and semi-structured interviews with students enrolled in English I during their first semester at the university. Quantitative data were analyzed through descriptive statistics, while qualitative data were examined using thematic analysis. The findings reveal differences in prior exposure to English, access to learning resources, and educational opportunities between rural and urban students. Despite these disparities, motivation and positive attitudes toward English emerged as key factors influencing students’ learning experiences.