Sociocultural Exploration of Acculturation in English Language Acquisition among Higher Education Learners

Abstract

Filipino students often experience communication anxiety when using English, which can reduce their participation in classroom interactions and limit opportunities to develop speaking proficiency. Therefore, this study explored how English-speaking skills are developed through language acculturation from a sociocultural perspective. Students from Surigao del Sur, Philippines were purposively sampled to participate in one-on-one interview sessions. There were 18 university students who participated in the study. Reflexive thematic analysis was conducted to explore how sociocultural contexts can be used as a mechanism for English language acquisition. The findings revealed that learners develop English proficiency through collaborative classroom experiences, positive learning cultures, continuous opportunities for authentic language use, supportive teacher–student relationships, and participation in academic activities that foster confidence, communicative competence, and academic identity. The study further emphasized that English language acquisition in Philippine higher education should be understood as a process of language acculturation shaped by social interactions and cultural experiences. Accordingly, higher education institutions should create inclusive and supportive learning environments by promoting teacher scaffolding, collaborative learning, interactive instructional strategies, and positive academic communities that encourage active participation, reduce communication anxiety, and enable learners to integrate successfully into English-mediated academic culture.