The Role of English Proficiency in Shaping Perceptions of Social Mobility in Pakistan

Abstract

This study investigated the relationship between English proficiency and perceived social mobility among learners and early-career professionals in Sindh, Pakistan. A total of 412 respondents (50.5% male, 49.5% female; 56.3% urban, 43.7% rural) participated in the survey. Self-reported English proficiency and perceptions of social mobility were measured using validated Likert-scale instruments with high internal reliability (α = .88 and α = .91, respectively). Descriptive analysis revealed moderate-to-high proficiency (M = 3.64, SD = 0.82) and high perceived mobility (M = 3.88, SD = 0.79). Correlation and regression analyses confirmed a moderately strong positive relationship (r = .53, p < .001), with English proficiency significantly predicting perceived social mobility (β = .53, p < .001), accounting for 26.4% of variance. Independent-samples t-tests showed significant urban–rural differences, with urban respondents reporting higher proficiency (M = 3.92 vs. 3.41) and greater perceived mobility (M = 3.84 vs. 3.29), both p < .001, with large effect sizes. However, no significant gender differences emerged, and moderation analysis indicated that gender did not alter the strength of the relationship between proficiency and mobility. These findings highlight English as a powerful form of symbolic capital in Sindh, functioning as a gateway to education, employment, and upward mobility. At the same time, disparities between urban and rural respondents underscore unequal access to quality English education, while gender parity in perceptions suggests shifting attitudes among youth. The study concludes that English in Sindh acts both as an enabler of opportunity and a marker of inequality, with implications for policies promoting equitable language education across diverse contexts.