Abstract

This study aimed to investigate the role of sociolinguistic variables in improving L2 learners' English proficiency among students in government and private secondary schools in Dera Ghazi Khan. The current study aimed to investigate the factors that impact children's second language acquisition in their families and how parents may assist their children in learning and improving a second language.  The study was generalized to the population of 75440 government and private secondary school students. The sample was two hundred (100 government secondary schools and 100 private) secondary school learners. An achievement test was used for the collection of data. The research instrument (achievement test) consisted of 26 statements. The acquired data was organized and tabulated using SPSS, determining the mean, standard deviation, t-value, and p-value (significant) levels. The t-test was used to assess the significance of the difference between the means of the two types of educational systems compared to one another. As a criterion, the value was determined at the 01 level. The study's main findings were that students from private secondary schools had more significant difficulties learning verb forms, narration, self-perceived level of English, exposure to English, WTC with Friends, sentence arrangements, and WTC with strangers than students from public secondary schools. Students in both types of educational systems experienced the same difficulty when it came to acquiring voices. The instructors at private secondary schools lacked the qualifications and expertise of practical teaching approaches for English. All of the courses in both types of educational systems were overcrowded. Using audio-visual aids in teaching English is lacking in public and private secondary schools.