Abstract
Peer pressure is one of the major elements influencing an adult’s academic performance. This study identifies the nature and extent of peer pressure on female adult language learners and their academic performance. It is qualitative research in which van Dijk’s socio-cognitive framework is used as an analytical framework. The researchers have injected the feminist theory to limit the scope of pertinent data in elaborating the data gathered. The study highlights the significance of awareness of negative peer influence among teachers, parents and students. Also, the study finds out the measures to avoid and control negative peer pressure.
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