Second language acquisition and learning are affected by many factors, including internal and external factors. While much research has been done on the impact of various social factors on second language acquisition and learning, little has been done to incorporate social factors with ESL learning for Malaysian polytechnic students, who are rarely studied in the research field. Thus, the focus strategy is to explore how motivation, personality, and socioeconomic background factors affect second language acquisition and learning among Malaysian polytechnic students. This study employs a descriptive quantitative research method using a non-experimental design. The data was obtained from 52 polytechnic students in Selangor using questionnaires. The findings revealed that the types of motivational factors that direct polytechnic students to learn the English language can result from intrinsic and extrinsic tendencies. Furthermore, the students showed an inclination toward extroversion personality factors, including energetic learning, prompt and explicit feedback, oral interaction, and being proactive in learning English as a second language. Moreover, the study has revealed that factors such as income, education qualification, and the occupation level of the learners are the main contributing factors attributing to socioeconomic status. Overall, this study highlighted the significance of social factors in assisting students to acquire and learn a language. By addressing the gap, the study contributes valuable insights on how motivational, personality, and economic factors interplay in Malaysian tertiary education context which guides targeted pedagogical approaches.
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