Second Language Learning, Individual Differences, Social Strategies, Digital Tools, Motivation, e-dictionaries, Learning styles, Affective factors, Anxiety, Self-Confidence
Abstract
This study investigates the role of social strategy, digital tools, i.e., e-dictionary use for new words to learn, and affective variables, i.e., motivation and anxiety, for individual differences in Second language Learning among Pakistani adult ESL students. The study is based on a quantitative approach. The study focuses on how learners’ social strategies, such as peer collaboration and peer discussion, affect their second language acquisition (SLA) and improve ESL skills. The study also focuses on e-dictionary applications for improving English language skills. In affective variables, adult students’ motivation and anxiety are analyzed as major factors of language learning success criteria. The population is based on 120 university graduate students from Pakistan. The students were gathered for the quantitative study of the survey form in one of the private universities of Pakistan. For the quantitative study, close-ended questions are critically analyzed. The finding reveals the role of social engagement in ESL learning. A significant number of second language learners actively participate in group discussions and language exchange programs. The survey form analysis reveals that 31.7% seek conversational partners and highlights the importance of social engagement. Additionally, 41.6% of participants frequently use group discussions and language exchange programs to enhance their speaking skills. The study identifies specific social strategies such as peer collaboration, conversation practice, and language exchange programs as key facilitators of fluency development.