Socio-Cultural Influences on English Writing Proficiency among Indigenous Secondary School Students in Udayapur (Parental Education, Indigenous Identity)

Abstract

This study explores the socio-cultural influences on English writing proficiency among indigenous secondary school students in Udayapur, Nepal. Drawing on sociocultural theory, the research examines how parental education, indigenous identity, socioeconomic status, language background, and community expectations shape students’ writing development. A mixed-methods design was employed, combining writing assessments, questionnaires, and semi-structured interviews with students and teachers from selected community schools. The findings reveal that students from families with limited formal education and minimal exposure to English outside school demonstrate weaker vocabulary range, grammatical accuracy, and writing confidence. The study also shows that the dominance of indigenous mother tongues and the cultural mismatch between English curriculum content and students’ lived experiences reduce motivation and engagement in writing tasks. Conversely, supportive home literacy practices and culturally responsive pedagogy positively influence writing outcomes. The study highlights the need for inclusive, context-sensitive teaching approaches to enhance English writing proficiency among indigenous learners.