Social and Cultural Factors as Predictors of Language Proficiency Level of Grade Seven Learners: Basis for Intervention Program

This study investigated the influence of social and cultural factors on the English language proficiency of Grade 7 learners and developed an evidence-based intervention program for Lusok Integrated School, T'boli, South Cotabato. Using a quantitative non-experimental predictive-correlational research design, data were collected from 310 Grade 7 learners through a validated structured questionnaire. Descriptive statistics, Pearson's product-moment correlation, and multiple regression analyses were employed to determine the relationships and predictive effects of social and cultural variables on learners' English language proficiency. Findings revealed that peer influence and teacher support were the most prominent social factors, while home and family practices, community norms and environment, and language identity and cultural perception were the major cultural influences affecting language development. Learners generally demonstrated a satisfactory level of English language proficiency. Correlation analysis indicated significant positive relationships between social and cultural factors, social factors and language proficiency, and cultural factors and language proficiency. Regression results further showed that all examined social and cultural domains significantly predicted English language proficiency, with the model explaining approximately 42.4% of the variance in learners' proficiency levels. These findings underscore the importance of creating socially supportive and culturally responsive learning environments that reinforce language development both inside and outside the classroom. Based on the empirical results, the study proposes the SCALE-UP (Social and Cultural Assets for Language Enhancement of Upper-grade Pupils) intervention program as a context-specific framework for improving English language proficiency while preserving learners' cultural identity. The study contributes to the literature on multilingual education by demonstrating the critical role of sociocultural contexts in shaping language learning outcomes and informing evidence-based educational interventions.