This article explores the interplay between English language proficiency and social class. First, it discusses flaws in cognitive approaches to English language learning and applied linguistics. It then calls for the cultivation of a more holistic approach to learners' motivation and language achievement as the product of both micro and macro structures shaping the material worlds of EFL learners. Finally, built on qualitative evidence, the article suggests that while learners' parents were not involved in assisting their children with English language learning, the cultural objects available within the EFL learners' home environments seemed to develop their learning and agency significantly.