Exploring the Role of Learning Vs. Acquisition in Achieving Second Language Speaking Proficiency: Supporting the Acquisition-Learning Hypothesis

Socialization and language learning are interdependent processes through which learners become active participants in a community of practice. In pursuit of communicative competence, educational institutions play a central role in guiding learners toward mastery of their target language. This study explores the applicability of Krashen’s Acquisition-Learning Hypothesis within the Bangladeshi tertiary English as a Foreign Language (EFL) context. Employing a qualitative research design, data were collected through semi-structured interviews with ten undergraduate students enrolled in English and Modern Languages programs across three private universities. Utilizing thematic analysis, the study identifies patterns reflecting the learners’ reliance on both consciously learned language and subconsciously acquired linguistic competence. Findings indicate that while learned language use contributes to psychological scaffolding—manifested in heightened motivation and self-confidence—acquisition proves more instrumental in the development of fluent and spontaneous spoken English. The study thus supports the theoretical validity of Krashen’s hypothesis in the local context and calls for pedagogical reform prioritizing acquisition-based instructional strategies in Bangladesh’s tertiary-level EFL curriculum.