English Learning in the Digital Age: Socio-Cultural Backgrounds and Their Impact on Undergraduate Education in Panchgani

Abstract This study explores the complex relationship between socio-cultural background and English language learning among undergraduate students in Panchgani, India, with particular emphasis on how traditional social determinants interact with the emerging realities of the digital age. Language learning, especially in a multilingual context like India, cannot be reduced to a purely cognitive or classroom-based process; rather, it is deeply embedded in cultural practices, family structures, and social environments. Against this backdrop, the research examines how factors such as gender, family education and occupation, place of residence, socio-economic condition, and access to digital technologies influence the acquisition of English. Adopting a descriptive research design, the study employed the survey method to collect data from first-year undergraduates at Smt. Meenalben Mehta College, Panchgani. Two tools were developed and administered: an English Proficiency Test, designed to assess the core skills of listening, speaking, reading, writing, and vocabulary, and a Socio-Cultural Profile questionnaire that captured the diverse backgrounds of the students. The data were analysed using descriptive statistics, tabulation, and SPSS software to establish patterns and relationships. The findings reveal clear socio-cultural influences on English proficiency. Female students consistently outperformed their male peers, suggesting stronger motivation and discipline. Science students exhibited higher proficiency compared to those in Arts and Commerce, largely due to curriculum demands. Semi-urban learners showed distinct advantages, benefitting from balanced exposure and community support. Furthermore, socio-economic stability, parental education, and digital access emerged as decisive predictors of competence. Conversely, limited exposure outside the classroom and economic disadvantages restricted progress. The study concludes that socio-cultural background continues to exert a strong influence on English learning, even in the digital era. It recommends innovations in curriculum, integration of technology, targeted remedial interventions, and community engagement to promote more equitable and effective language acquisition.