Factors predicting Self-Esteem of Baloch ESL students: Insights from Model of Acculturation using Bootstrapping Multiple Regression Analysis

Abstract

Linguistic adaptation frequently goes hand in hand with cultural immersion in the dynamic terrain of acculturation, influencing learners' language learning process. The study explores the complex relationships among acculturation, linguistic variables, and self-esteem in the ESL learning environment among Baloch students (N=285) studying at different universities in Punjab. Data was collected through an adapted questionnaire from Lopez and Bui and Rosenberg's Self-Esteem Scale. It was analyzed through multiple regression analysis bootstrapping to see the impact of predictor variables on criterion variables. Based on Schumann's acculturation model (1986), research indicates that students' self-esteem as ESL learners is significantly impacted by teachers' motivational techniques (P-value=0.000), assimilation into the host culture (P-value=0.030), and the quantity and quality of their contact with the target language (P-value=0.001). However, self-esteem levels are not considerably impacted by the integration of the mother tongue (P-value=0.938). However, the negative coefficient for teacher motivation (-0.381) and assimilation (-0.070) suggests an inverse relationship, which may be attributed to the scale direction or contextual factors, such as students perceiving motivation as pressure rather than encouragement and considering assimilation as a difficult phenomenon rather than a comfortable factor to influence self-esteem of Baloch ESL learners. The study ensures the accuracy of interpretation by verifying the coding of variables. These findings have important relevance for educators and legislators, highlighting how crucial it is to promote inclusive learning settings and aid in the process of acculturation to improve the academic performance and general well-being of ESL students.