The purpose of this paper is to investigate the effect of poverty on English language learning outcome in college level. Some techniques of quantitative methodology were applied. Twenty university students who enrolled in English I (EN101) were asked to complete the questionnaire consisting demographic information in order to categorize their family’s economic status. Independent sample t-test was utilized to tabulate the difference mean scores of students between high and low income family background from collective data. The result is shown that the students who came from low income family background tended to gain lower English scores than students who came from high income’s family background. This finding could be implied that students’ family income could affect the language learning outcomes. The key finding of this study is inequality in language classroom is still reproduced by applying communicative approach pedagogy, which has been promoted from the Education Reform Act since 1999 to Thai EFL college education. Hence, language teachers should realize that individual language learner has his or her unique social identity that could affect their education attainment in college level where authentic activities are required.
Narathip Thumawongsa, Srinakharinwirot University, Thailand
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