The Roles of Social Environment in Adult Women’s English Learning: A Phenomenological Study of Kampung Inggris, Pare, East Jawa, Indonesia

Nurul Kamalia Yusuf and Nor Faezah Kaeni
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Nurul Kamalia Yusuf: Academy of Language Studies, Universiti Teknologi Mara, Cawangan Negeri Sembilan, Kampus Seremban
Nor Faezah Kaeni: Academy of Language Studies, Universiti Teknologi Mara, Cawangan Negeri Sembilan, Kampus Seremban

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 3376-3384

Abstract: The English language, which is taught as a foreign language in Indonesia, is very influential in expanding global opportunities and socio-economic status. Yet despite this critical skill, societal and cultural factors often impede adult women from learning it. Breast cancer, for example, is a breast disease that presents in different ways; it is also a disease that can carry cultural limitations, reduce future resources, and create anxiety. All of which stand in the way of women being able to pursue learning language successfully. This study investigates the English learning experiences of adult women in Kampung Inggris, Pare, East Java, Indonesia (established English language immersion centre point in Indonesia), revealing the way the social environment influences them. Using a phenomenological lens, the research investigates learners’ experiences and perceptions, the qualitative data are analyzed using Atlas.ti. Thematic analysis of in-depth interview data shows important facilitators and barriers at community, cultural beliefs, peer interactions, and institutional levels (to provide supportive learning environments). The results show the complexity of how these social components can both net two learning results in some circumstances. This calls for the presence of united, inclusive, and empowering social contexts that focus on gender differences and the demand for social attributes for the gains of successful language learning. Through these findings, this research enhances the understanding of how avenues of social immersion may serve as mechanisms for linguistic acquisition while simultaneously catering to the nuanced needs of female language learners, therefore providing educators, policymakers, and community leaders with insights that empower the facilitation of equitable educational access.

Date: 2025
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