Abstract

Learners’ English language achievement is influenced not only by classroom instruction but also by their home background. This study investigates the relationship between home environment and English language performance of higher secondary students within an applied linguistics and English language teaching (ELT) context. Using a quantitative correlational research design, data were collected from 48 female higher secondary students (aged 16–18) through a structured questionnaire measuring socio-educational home factors, alongside students’ English writing examination scores. Descriptive statistics and Pearson product–moment correlation were employed for data analysis. The findings revealed a moderate positive correlation between overall home environment and English language performance (r = .46), indicating that students from more supportive home environments tended to achieve higher scores in English. Further analysis showed positive correlations between English performance and specific home environment dimensions, including parental involvement (r = .37), learning resources and support (r = .43), academic guidance (r = .43), and emotional support (r = .44). The results suggest that home background plays a meaningful role in shaping English language achievement at the higher secondary level. The study highlights the need for context-sensitive pedagogical practices and institutional support mechanisms, particularly for learners from less supportive home environments. These findings contribute to applied linguistics research by emphasizing the interplay between socio-educational contexts and second language learning outcomes.