Integrating Narratives and Statistics: A Mixed-Methods Study of Immigrant Experiences of English Language Learning in KPK

Abstract

This study investigates the experiences of immigrants from Waziristan and Afghanistan in Khyber Pakhtunkhwa (KPK), Pakistan, focusing on their challenges in learning English. English proficiency is crucial for social integration and professional success, but immigrants often face emotional, psychological, and cultural barriers. This research explores how these factors affect their language learning and social integration. A mixed-methods approach was employed, combining narrative analysis of 30 immigrant participants' personal stories with quantitative data on socio-economic factors. The qualitative data were gathered through in-depth interviews, while the quantitative data were collected via a survey assessing socio-economic factors such as age, education level, family support, and access to resources, and their relationships with English proficiency. The study reveals several key barriers to English acquisition. Emotional and psychological barriers, such as language anxiety and self-doubt, hindered progress. Culturally, many immigrants experienced identity conflicts that made it more challenging to embrace English. Coping strategies such as self-regulation, social support, and community-based learning helped mitigate these challenges. The quantitative analysis showed that education level and family support were significant predictors of language proficiency, with higher levels of education and greater access to resources leading to better outcomes. The findings emphasize the need for supportive educational policies and community engagement to enhance language learning for immigrants in KPK. Immigrants benefit from social networks, family support, and informal learning environments. By addressing the emotional, psychological, and cultural barriers to English learning, more inclusive and effective language programs can be developed to facilitate immigrant integration in KPK.