Author

Ariel P. Alovera*
Filamer Christian University, Inc., Roxas City, Capiz, Philippines

Abstract

This mixed-method study aimed to determine the sociolinguistic challenges, grit in English language learning, and linguistic competence of college students in the province of Capiz, which served as the basis for developing intervention strategies for Academic Year 2025–2026. The respondents were undergraduate college students enrolled in various Higher Education Institutions in Capiz, with a total population of 37,802. A representative sample of 396 students was selected through stratified random sampling. The instruments utilized include a researcher-made 70-item Sociolinguistic Challenges Questionnaire, an adapted L2 Grit Scale by Teimouri et al. (2020) and Duckworth et al. (2007), and a 30-item adapted Linguistic Competence Test (CEFR English Level Test by International English Test, 2025). For the qualitative phase, Focus Group Discussions (FGDs) were conducted with five English language teachers and ten college students to provide contextual insights. The statistical tools employed were descriptive statistics (mean, frequency count, percentage, and standard deviation) and inferential statistics (Pearson Correlation Coefficient and ANOVA), with the level of significance set at 0.05 alpha. Findings revealed that the level of sociolinguistic challenges faced by college students in Capiz was high across different domains, with Language and Interaction as the highest challenge. The level of grit in English language learning was moderate, with Consistency of Interest (CoI) rated high and Perseverance of Effort (PoE) rated moderate. The level of linguistic competence was high overall, with reading and listening comprehension rated high, while grammar and vocabulary were moderate. Inferential analyses showed no significant difference in linguistic competence among the levels of sociolinguistic challenges and grit, and no significant relationships among sociolinguistic challenges, grit in English language learning, and linguistic competence. These findings underscore the need for targeted intervention strategies to address sociolinguistic barriers, strengthen perseverance of effort, and balance receptive and productive language skills.

Keywords: Sociolinguistic challenges, english language learning grit, linguistic competence.

*Corresponding author / Email: ariel.alovera@wvsu.edu.ph
DOI: http://doi.org/10.69651/PIJHSS05021250

Recommended citation:
Alovera, A. P. (2026). Sociolinguistic challenges, grit in English language learning, and linguistic competence of college students: Basis for intervention strategies. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5916-5958. http://doi.org/10.69651/PIJHSS05021250

Read the full text

References

Abdulrahman, N. C., & Ayyash, E. A. S. A. (2019). Linguistic competence, communicative competence and interactional competence. Journal of Advances in Linguistics, 10, 1600–1616. https://doi.org/10.24297/jal.v10i0.8530

Adigun, O. T., Mathosa, M., & Anyanwu, C. J. (2025). The implication of translanguaging on the linguistic competencies of deaf students. Frontiers in Communication, 10. https://doi.org/10.3389/fcomm.2025.1515836

Al Dilaimy, H. (2024). A sociolinguistic study of English language barriers and communication. International Journal of Language and Literary Studies, 6(3), 120–136. https://doi.org/10.36892/ijlls.v6i3.1771

Albarillo, F. (2018). Information code-switching: A study of language preferences in academic libraries. College & Research Libraries, 79(5), 624–644. https://doi.org/10.5860/crl.79.5.624

Almoete, A. V., Penales, R. D., & Delavega, L. B. (2024). The impact of exposure to English literature on the English language proficiency of junior high school students in Lian, Batangas. International Journal of Research and Innovation in Social Science, 8(7), 3158–3201. https://doi.org/10.47772/IJRISS.2024.807225

Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. Journal of Language and Linguistic Studies, 17(1), 56–69. https://doi.org/10.52462/jlls.4

Anderson, C. (2024, October 9). What is grit theory? Focuskeeper Glossary. https://focuskeeper.co/glossary/what-is-grit-theory

Asghar, J., & Shehzad, K. (2021). Globalization and the sociolinguistic challenge of the 21st century critical pedagogy: A case for language and culture minority students. NUST Journal of Social Sciences and Humanities, 4(2), 222–239. https://doi.org/10.51732/njssh.v4i2.33

Augusto Jr., W. S. (2021). Grit as factor in improving students’ reading comprehension in Filipino: A correlational study. Journal of Education and Innovation, 24(1), 45–55. https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/248145

Bakun, C. J. D., Kamlian, D. T., & Rajik, J. A. (2023). Adapting to the dominant language: Challenges and coping strategies. International Journal for Multidisciplinary Research, 5(6). https://doi.org/10.36948/ijfmr.2023.v05i06.11164

Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4–5), 585–614. https://doi.org/10.1177/1461445605054407

Cabigon, M. (2015, November 14). State of English in PH: Should we be concerned? Philippine Daily Inquirer. https://opinion.inquirer.net/90293/state-of-english-in-ph-should-we-be-concerned

Casagrande, D. (2017). Ethnoscientific implications of classification as a socio-cultural process. https://doi.org/10.4324/9781315768946-5

Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6, 5–35. https://doi.org/10.5070/L462005216

Cenoz, J. (2023). Multilingualism. In Oxford Bibliographies in Linguistics. Oxford University Press. https://doi.org/10.1093/obo/9780199772810-0242

Changlek, A., & Palanukulwong, T. (2015). Motivation and grit: Predictors of language learning achievement. Veridian E-Journal, 8(4), 23–38. https://he02.tci-thaijo.org/index.php/Veridian-E-Journal/article/view/40089

Chemagosi, M. J. (2024). Student well-being in higher education institutions: Academic pressures. IGI Global Scientific Publishing, 1–26. https://doi.org/10.4018/979-8-3693-4417-0.ch004

College student. (n.d.). In Collins English Dictionary. https://www.collinsdictionary.com/dictionary/english/college-student

Cornish, F. (2023). Language and social interaction. In Oxford Research Encyclopedia of Linguistics. Oxford University Press. https://doi.org/10.1093/acrefore/9780199384655.013.431

Cota, I. C. (2013). The role of previous educational learning experiences on current academic performance and second language proficiency of intermediate school limited English proficient students. Bilingual Research Journal, 21(2–3), 147–162. https://doi.org/10.1080/15235882.1997.10668658

Datu, J. A. D., Valdez, J. P. M., & King, R. B. (2016). The successful life of gritty students: Grit leads to optimal educational and well-being outcomes in a collectivist context. In R. King & A. Bernardo (Eds.), The psychology of Asian learners. Springer. https://doi.org/10.1007/978-981-287-576-1_31

Deiparine, C. (2021, July 11). Robredo calls on gov’t to declare education crisis. Philstar.com. https://www.philstar.com/headlines/2021/07/11/2111761/robredo-calls-govt-declare-education-crisis

Deiparine, J. (2021, July 1). World Bank apologizes for education report; PH education crisis still real – Robredo. Philstar Global. https://www.philstar.com/headlines/2021/07/01/2110484/world-bank-apologizes-education-report-ph-education-crisis-still-real-robredo

Department of Education. (2016). K to 12 curriculum guide. https://www.deped.gov.ph/k-to-12/about/curriculum-guides/

DoodleLearning. (2025, September 30). What is grammar? Grammar rules, examples & more. https://doodlelearning.com/english/subjects/grammar

Dorgham, R. (2024). Implementation of sociolinguistic competence strategies in teaching and learning English as a foreign language. Journal of Language Teaching and Research, 15(4), 1189–1199. https://doi.org/10.17507/jltr.1504.16

Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of Personality Assessment, 91(2), 166–174. https://doi.org/10.1080/00223890802634290

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087

Dunst, C. J., Raab, M., & Trivette, C. M. (2012). Characteristics of naturalistic language intervention strategies. Journal of Speech-Language Pathology and Applied Behavior Analysis, 5(3–4), 8–16. https://www.researchgate.net/publication/350451865_Characteristics_of_Naturalistic_Language_Intervention_Strategies

Efremova, O. N., Plotnikova, I. V., & Ustyuzhanina, A. K. (2015). Forming linguistic competence of foreign students at the preparatory department of a technical university. Procedia – Social and Behavioral Sciences, 215, 72–78. https://doi.org/10.1016/j.sbspro.2015.11.576

Emike, A. J., Sanni, A., Agu, M. N., & Olusanya, A. M. (2021). Introducing sociolinguistics. Bulletin of Advanced English Studies, 6(2), 36–44. https://doi.org/10.31559/baes2021.6.2.2

Entong, M. B. M. (2023). The linguistic competence of college freshman students on board courses of Basilan State College. International Journal of Multidisciplinary Research and Publications, 5(9), 60–64.

Ergasheva, G. I. (2025). The role of linguistic competence in modern language teaching: Theoretical and practical approaches. Journal of Academic Research in Educational Sciences, 6(2), 112–125.

Ergasheva, R. (2025). The concept of linguistic competence and its components. Journal of Multidisciplinary Sciences and Innovations, 1(1), 455–458. https://inlibrary.uz/index.php/jmsi/article/view/84262

Ezeh, N. G., Umeh, I. A., & Anyanwu, E. C. (2022). Code switching and code mixing in teaching and learning of English as a second language: Building on knowledge. English Language Teaching, 15(9), 106. https://doi.org/10.5539/elt.v15n9p106

Fadhil, M., et al. (2025). Determinants of global competitiveness: The role of English proficiency in Southeast Asian higher education. Journal of Academic Success, 12(1), 45–60.

Fahad, A. (2015). Sociolinguistic challenges faced by Iraqi graduate students at U.S. universities: A case study for Iraqi graduate students at University of Cincinnati. Arab World English Journal, 6(1), 366–377. http://dx.doi.org/10.2139/ssrn.2834458

Ferril Irham Muzaki. (2023). Challenges and strategies in developing sociolinguistic competence for Indonesian elementary school students. Journal of Language and Linguistics in Society, 3(03), 11–20. https://doi.org/10.55529/jlls.33.11.20

Glynn, S. M., & Rhodes, L. K. (2010). Intervention strategy. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., pp. 581–587). Elsevier.

Hawthorne, H. (2025, March 13). Effective interventions in education: Types and examples. The Hub | High Speed Training. https://www.highspeedtraining.co.uk/hub/effective-interventions-in-education/

Holmes, P., & O’Neill, A. E. G. (2004). Negotiating differences in learning and intercultural communication: Ethnic Chinese students in a New Zealand university. Business Communication Quarterly, 67(3), 294–307. https://doi.org/10.1177/1080569904268141

Hossain, M. (2016). English language teaching in rural areas: A scenario and problems and prospects in context of Bangladesh. Advances in Language and Literary Studies, 7(3), 1–12. https://doi.org/10.7575/aiac.alls.v.7n.3p.1

Hossain, M. I. (2016). English language proficiency in rural vs. urban areas: A comparative study. Journal of Language and Linguistic Studies, 12(1), 159–174.

Hosseini, S. M., et al. (2022). The role of grit and foreign language enjoyment in predicting language learning boredom. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2062368

Hu, R., et al. (2022). Listening anxiety and its relationship with listening performance in an L2 context. Frontiers in Psychology, 13, Article 876321. https://doi.org/10.3389/fpsyg.2022.876321

Hu, X., Sidhu, G. K., & Lu, X. (2022). Relationship between growth mindset and English language performance among Chinese EFL university students: The mediating roles of grit and foreign language enjoyment. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.935506

Indigenous students and university stakeholders’ challenges and opportunities for intercultural decolonial dialogue. (2024). Profile: Issues in Teachers’ Professional Development, 25(2), 219–237. https://doi.org/10.15446/profile.v25n2.102812

International English Test. (2025). CEFR English level test. https://internationalenglishtest.com/english-level-test/

Jumanazarov, U. (2021). Noam Chomsky’s theory of linguistic competence and performance. International Journal of English Language and Literature Studies, 4(3), 88–95.

Jumanazarov, U. (2021). Theory and structure of linguistic competence. The American Journal of Interdisciplinary Innovations and Research, 3(4), 42–47. https://doi.org/10.37547/tajiir/Volume03Issue04-07

Kandiko Howson, C., & Kingsbury, M. (2021). Curriculum change as transformational learning. Teaching in Higher Education, 28(8), 1847–1866. https://doi.org/10.1080/13562517.2021.1940923

Keegan, K. (2017). Identifying and building grit in language learners. https://eric.ed.gov/?id=EJ1156469

Koay, J. (2021). What is linguistic competence? EduMaxi. https://www.edumaxi.com/blog/what-is-linguistic-competence

Kroskrity, P. V. (2021). Language ideologies. In The International Encyclopedia of Linguistic Anthropology. Wiley. https://doi.org/10.1002/9781118786093.iela0181

Lachica, L. P. F. (2024). Unlocking the keys to grit: Identifying predictors in Philippine purposive communication classrooms. Pakistan Journal of Life and Social Sciences, 22(2), 6206–6217. https://doi.org/10.57239/pjlss-2024-22.2.00467

Lachica, M. (2024). Grit and sociocultural backgrounds of language learners in Capiz. Unpublished dissertation. Capiz State University

Lamorinas, D. D., Luna, L. A., Lai, M. N. D., Magno, J. M., Saporno, R. N., Reyes, R. B. D., & Chavez, J. V. (2025). A general perspective on the factors influencing the low preferences of Gen Z college students towards the Filipino language. Forum for Linguistic Studies, 7(3), 451–466. https://doi.org/10.30564/fls.v7i3.8482

Larsen-Freeman, D. (2007). Reflecting on the cognitive–social debate in second language acquisition. The Modern Language Journal, 91(5), 773–787. https://doi.org/10.1111/j.1540-4781.2007.00668.x

Lee, J. S., & Song, H. (2022). Effects of L2 grit on language learning outcomes: A meta-analysis. Studies in Second Language Acquisition, 44(5), 1215–1238. https://doi.org/10.1017/S027226312100085X

Lifestyle.INQ. (2018, June 12). Filipinos: An extra strong breed. Inquirer.net. https://lifestyle.inquirer.net/297045/filipinos-extra-strong-breed/

Liu, Y. (2022). Investigating the role of English as a foreign language learners’ academic motivation and language mindset in their grit: A theoretical review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.872014

Lowie, W., Haines, K., & Jansma, P. (2010). Embedding the CEFR in the academic domain: Assessment of language tasks. Procedia – Social and Behavioral Sciences, 3, 152–161. https://doi.org/10.1016/j.sbspro.2010.07.027

Lozano, J. B., Ilagan, A., & Maluluyon, L. J. A. (2020). Linguistic competence and academic performance in English of Grade 11 students in Sta. Teresa College. International Journal of Research Studies in Education, 9(2), 121–134. https://doi.org/10.5861/ijrse.2020.5807

Mallinson, C. (2025). Sociolinguistic challenges in the 21st-century classroom. Routledge.

Mallinson, C. (2025). Language. In Encyclopedia Britannica. https://www.britannica.com/topic/language

Marra, D. A. (2022). Language levels: Eugenio Coseriu’s linguistic theory. Alfa: Revista de Linguística, 67, e16674t. https://doi.org/10.1590/1981-5794-e16674t

Mede, E., & Dililitaş, K. (2015). Teaching and learning sociolinguistic competence: Teachers’ critical perceptions. Participatory Educational Research, 2(3), 14–31. https://doi.org/10.17275/per.15.29.2.3

Mede, E., & Dililitaş, K. (2015). Teaching sociolinguistic competence to tertiary level learners. ELT Research Journal, 4(1), 37–51.

Muhammad Farras Fadhil, Elsa Septiana, Oni Sawitri, Riza Abdillah, Wandi Syahfutra, & Novela Nurafrezah. (2025). The role of English proficiency in supporting academic achievement and career opportunities of university students. Widya Accarya, 16(1), 36–41. https://doi.org/10.46650/wa.16.1.1645.36-41

National Commission for Culture and the Arts. (2015). Language policies in the Philippines. https://ncca.gov.ph/about-ncca-3/subcommissions/subcommission-on-cultural-disseminationscd/language-and-translation/language-policies-in-the-philippines/

Nguyen, H.-T. T. (2025). Challenges to the development of intercultural communication competence: A study from the tertiary students’ perspectives. Journal of Social and Scientific Education, 2(1), 22–32. https://doi.org/10.58230/josse.v2i1.292

Olaya Mesa, M. (2024). Towards a comprehensive internationalization of the curriculum: Challenges and opportunities for Colombia. Praxis, Educación y Pedagogía, 20(2).

Orejas, T., & Sarao, Z. (2025, July 7). PBEd: Education crisis persists as graduates-employment gap widens. INQUIRER.net. https://newsinfo.inquirer.net/2079302/pbed-education-crisis-persists-as-graduates-employment-gap-widens

Osterling, J. P., & Fox, R. K. (2004). The power of perspectives: Building a cross-cultural community of learners. International Journal of Bilingual Education and Bilingualism, 7(6), 489–505. https://doi.org/10.1080/13670050408667827

Paat, F. M. G., Tamayao, A. I., Vecaldo, R. T., Mamba, M. T., Asuncion, J. E. L., & Pagulayan, E. S. (2020). Intercultural communication challenges and competence of Filipino students in a state university. International Journal of Learning, Teaching and Educational Research, 19(9), 160–174. https://doi.org/10.26803/ijlter.19.9.9

Pagulayan, E., Asuncion, J., Tamayao, A., Vecaldo, R., Mamba, M., & Paat, F. (2021). The value of economic and cultural capital to college readiness among Filipino senior high school graduates. International Journal of Evaluation and Research in Education, 10(1), 174–184. https://doi.org/10.11591/ijere.v10i1.20963

Park, E., Hodge, S., & Klieve, H. (2021). Adventures into the unknown: Exploring the lived experience of East Asian international students as foreign accented speakers in Australian higher education. Journal of International Students, 12(2). https://doi.org/10.25904/1912/177

Payne, L. (2024). Vocabulary. Encyclopedia Britannica. https://www.britannica.com/topic/vocabulary

Pennycook, A. (2017). Translanguaging and semiotic assemblages. International Journal of Multilingualism, 14(3), 269–282. https://doi.org/10.1080/14790718.2017.1315810

Petrocelli, I. (2025). Enhancing socio-pragmatic competence through storytelling: Exploring discourse markers in ESL college learners’ oral narratives. Iperstoria, 25. https://iperstoria.it/article/view/1587

Ramos, M. (2025). PSA study: 19M senior high school grads ‘functional illiterate’. Philippine Daily Inquirer. https://newsinfo.inquirer.net/2057100/psa-study-19m-senior-high-school-grads-functional-illiterate

Ramos, M. J. (2025). Functional illiteracy in the Philippines: A persistent challenge to national development. Philippine Social Science Review, 77(1), 12–29.

Reese, E., & Robertson, S. J. (2019). Origins of adolescents’ earliest memories. Memory, 27(1), 79–91. https://doi.org/10.1080/09658211.2018.1512631

Riaza, A. B., Barón, J., & Martínez-Flor, A. (2024). The interface between proficiency and pragmatics: A study on compliment responses. Revista Electrónica de Lingüística Aplicada, 22(1), 181–203. https://doi.org/10.58859/rael.v23i1.592

Rico, F. (2016). Linguistic competence analysis and the development of speaking instructional material. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10, 3456–3459.

Romanowski, P. (2025). Intertwining social, affective, and digital dynamics: A masspersonal communication model to analyze home language maintenance. PMC. https://pmc.ncbi.nlm.nih.gov/articles/PMC12271225/

Santos, A., Fernandez, V., & Ilustre, R. (2022). English language proficiency in the Philippines: An overview. International Journal of English Language Studies, 4(3), 46–51. https://doi.org/10.32996/ijels.2022.4.3.7

Sartorello, S., Gómez Álvarez, M., Santana Colin, Y., & Guajardo Rodríguez, C. (2024). Experiencias educativas de estudiantes indígenas en una universidad privada de México. Sinéctica, 62. https://doi.org/10.31391/S2007-7033(2024)0062-002

Schneider, E. W. (2020). English around the world: An introduction (2nd ed.). Cambridge University Press.

Sharif, M. K., & Osterling, J. P. (2011). China’s re-emergence: Sociolinguistic challenges faced by Chinese international students enrolled in U.S. universities. International Research and Review: Journal of Phi Beta Delta Honor Society for International Scholars. https://eric.ed.gov/?id=EJ1149946

Skyer, M. E. (2023). Multimodal transduction and translanguaging in deaf pedagogy. Languages, 8(2), 127. https://doi.org/10.3390/languages8020127

Solina, M. E. (2022). Linguistic competence in second language learning predicts the students’ academic performance in English. International Journal of Research Studies in Education, 11(11), 57–64. https://doi.org/10.5861/ijrse.2022.835

Solis, M., Vaughn, S., Swanson, E., & McCulley, L. (2012). Collaborative models of instruction. American Annals of the Deaf. https://doi.org/10.1353/aad.2012.0813

Spolsky, B. (2021). Rethinking language policy. Edinburgh University Press.

Sudina, E., et al. (2020). The role of grit and vocabulary learning strategies in second language vocabulary knowledge. Language Teaching Research. https://doi.org/10.1177/1362168820921895

Sudina, E., Vernon, T., Foster, H., Del Villano, H., Hernandez, S., Beck, D., & Plonsky, L. (2021). Development and initial validation of the L2-teacher grit scale. TESOL Quarterly, 55, 156–184. https://doi.org/10.1002/tesq.581

Tagliamonte, S. A. (2023). Variationist sociolinguistics: Change, usage, and system. Wiley-Blackwell.

Tawfiq, H. H. (2020). Investigating the sociocultural factors that affect learning a second language (on the example of English). International Journal of Linguistics, 12(4), 81. https://doi.org/10.5296/ijl.v12i4.17280

Taylor & Francis. (2025). How does language learning contribute to individual growth in a multilingual world? A systematic review. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2025.2562096

Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 26(5), 893–918. https://doi.org/10.1177/1362168820921895

Tenny, S., Brannan, J. M., & Brannan, G. D. (2022). Qualitative study. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK470395/

Thorsen, C., Johansson, S., & Yang Hansen, K. (2021). Does learning English require grit? Examining the differential effects on grades in core subjects. The Journal for the Psychology of Language Learning, 3(2), 61–85. https://www.jpll.org/index.php/journal/article/view/73

Toomaneejinda, A., & Saengboon, S. (2022). Interactional sociolinguistics: The theoretical framework and methodological approach to ELF interaction research. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 156–179. https://files.eric.ed.gov/fulltext/EJ1336147.pdf

Transparent Language Inc. (n.d.). English proficiency test: Classic. https://www.transparent.com/learn-english/proficiency-test-classic

Turdimuradova, S. (2025). Sociolinguistic profile research paper. Journal of Effective Learning and Sustainable Innovation. https://www.researchgate.net/publication/392094101

Wahyuni, D., Ihsan, D., & Hayati, R. (2014). Linguistic competence and speaking performance of English Education Study Program students of Sriwijaya University. Universitas Sriwijaya E Journal.https://www.academia.edu/76054082/Linguistic_Competence_and_Speaking_Performance_of_English_Education_Study_Program_Students_of_Sriwijaya_University

Wang, L. (2021). The role of students’ self-regulated learning, grit, and resilience in second language learning. Frontiers in Psychology, 12, 800488. https://doi.org/10.3389/fpsyg.2021.800488

Wei, J., Jin, X., Zhang, H., & Liu, Q. (2019). Understanding the relationship between grit and foreign language performance among middle school students: The roles of foreign language enjoyment and classroom environment. Frontiers in Psychology, 10, 1508. https://doi.org/10.3389/fpsyg.2019.01508

White, J. W. (2019). Sociolinguistic challenges to minority collegiate success: Entering the discourse community of the college. In Routledge eBooks (pp. 271–295). https://doi.org/10.4324/9781315224114-14

Widiastuti, N., Nurhikma, K. N. Z., & Syahraeni, A. Z. (2023). Sociolinguistics. PBI.FTK UIN Alauddin Makassar. https://pbi.ftk.uin-alauddin.ac.id/artikel-3543-sociolinguistics

Wu, C., Tian, X., & Jin, H. (2024). Grit and second language learning engagement: The mediating role of affect balance. Behavioral Sciences, 14, 184. https://doi.org/10.3390/bs14030184

Wu, Y. T., Foong, L. Y. Y., & Alias, N. (2022). Motivation and grit affects undergraduate students’ English language performance. European Journal of Educational Research, 11(2), 781–794. https://doi.org/10.12973/eu-jer.11.2.781

Wang, Y. L., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, 731721. https://doi.org/10.3389/fpsyg.2021.731721

Yamashita, T. (2018). Grit and second language acquisition: Can passion and perseverance predict performance in Japanese language learning? University of Massachusetts Amherst. https://hdl.handle.net/20.500.14394/33719

Yan, J. (2023). The role of sociolinguistics in English teaching and how to develop sociolinguistic competences of future teachers. Lecture Notes in Education Psychology and Public Media, 7(1), 140–145. https://doi.org/10.54254/2753-7048/7/20220751

Zawacki, T. M., Hajabbasi, E., Habib, A., Antram, A., & Das, A. (2007). Valuing written accents: Non-native students talk about identity, academic writing, and meeting teachers’ expectations. George Mason University. https://writtenaccents.gmu.edu/wp-content/uploads/2018/08/valuing-written-accents-second-edition.pdf

Zhang, J., & Zhang, L. J. (2023). Examining the relationship between English as a foreign language learners’ cognitive abilities and L2 grit in predicting their writing performance. Learning and Instruction, 88, 101808. https://doi.org/10.1016/j.learninstruc.2023.101808

Zhang, L. J., & Shen, Y. (2023). What two decades of research into L2 listening in System tells us: Looking back for looking forward. System, 112, 102970. https://doi.org/10.1016/j.system.2022.102970

Zimmerman, S., & Hutchins, C. (2003). Seven keys to comprehension: How to help your kids read it and get it! Three Rivers Press.

Zoleta, V. (2023, April 12). Understanding social classes in the Philippines: Where do you belong? Moneymax. https://www.moneymax.ph/personal-finance/articles/social-class-philippines