Abstract
This study examines the relationship between socioeconomic status (SES) and English language proficiency among 338 first-year college students enrolled at Granby Colleges of Science and Technology for the 2024–2025 academic year. A correlational research design was employed, using surveys to gather socioeconomic data and a standardized test to assess proficiency in five macro skills: listening, speaking, reading, writing, and viewing. Results showed that most participants came from low- to middle-income families, with limited parental education and employment stability. English proficiency was found to be generally low, especially in productive skills such as writing and speaking. Statistical analysis using Pearson's correlation coefficient revealed a moderate positive relationship (r = 0.63, p < 0.001) between SES and English language proficiency. The findings suggest that higher SES is linked to stronger English skills, likely due to increased access to resources and language-rich environments. The study recommends educational interventions to support students from lower socioeconomic backgrounds in improving their language proficiency.
