How Social Background Shapes Language Register: The Moderating Role of Cultural Awareness in Indonesian EFL Context

Abstract

Language register variation in learning English as a foreign language (EFL) is often influenced by social, psychological, and cultural factors that shape how learners understand and adapt language to communication contexts. In Indonesia, differences in social backgrounds, such as family education level, environmental literacy, and access to learning resources, contribute to variations in students' ability to use formal, informal, and academic registers. Meanwhile, cultural awareness is increasingly recognized as important because it helps learners interpret communication norms across situations. However, its moderating role in the relationship between social background and register use has not been widely studied. This study used a narrative review of literature published between 2020 and 2025 to examine the relationship between these three variables. The selection process involved reviewing the relevance of titles, abstracts, and full text, followed by thematic analysis. The synthesis of results indicates that social background influences language exposure and register preference, while psychological factors and cultural identity enhance communication flexibility. Cultural awareness has been shown to support register shifting and can strengthen or neutralize the influence of social background on register use accuracy. Empirical evidence regarding this moderation is still limited, requiring further research. This study emphasizes the need for integration of cultural education and pragmatic training in EFL learning to improve register sensitivity and the effectiveness of cross-cultural communication.