Impact Of English Language Proficiency Research Articles

The Impact of English Language Proficiency on Business

English is important in the era of globalization. It is the most widely used global language and is the main language for international business. To succeed in today's global market, it's crucial to master English and other languages. High English proficiency helps individuals communicate effectively in SAARC, BIMSTEC, and EU member states. In business, English is a universal language that promotes effective communication and collaboration among diverse stakeholders. Effective communication is extremely important in business operations. Without seamless collaboration among producers, distributors, and consumers, entrepreneurial efficacy declines. Learning English allows us to confidently communicate with people from different countries and build meaningful relationships.

Impact of English Language Proficiency on Local Language Use among Bangladeshi Graduates

This study aimed to identify the impact of English language proficiency on Bangladeshi graduates in terms of its influence on local languages and cultural integration. The study was conducted using a quantitative approach, and the random sampling technique was employed to select 370 respondents from English and Bengali medium-instructed Bangladeshi graduates. Data were analysed using SPSS version 27.0. The Pearson correlation, ANOVA, and multiple regression analyses were used in line with the research objectives. The Pearson correlation shows a significant correlation among the studied variables, such as cultural erosion (R2 = 047, p < 0.001), threat to local language (R2 = 048, p < 0.001), and polluting local language (R2 = 047, p < 0.001). The ANOVA test was performed to find the mean difference in cultural erosion (CE), threat to local language (TLL), and polluting local language (PLL) with respect to respondents’ qualifications (bachelor’s, master’s, or Ph.D. degree). The ANOVA result revealed no statistically significant difference in CE and TLL in terms of graduates’ qualifications, while PLL differs significantly based on their qualifications (bachelor’s, master’s, or Ph.D. degree.). Similarly, significant differences in CE, TLL, and PLL were found among the income groups and living places of graduates. Multiple regression analysis explained 13.6% variances in the social class context with ELP-linked challenges (R2 = 0.136, p = 0.001), while the lower class was found to have positive non-significant relationships with ELP-linked challenges (B = 0. 159, p = 0.382). This was almost double that of the result for the rich class (B = 0.085, p = 0.721). However, ELP-linked challenges contain a mixture of languages and cultural blending in society, as the rich class faces fewer challenges than the lower and middle classes. The study is influential in creating an awareness of language use whenever necessary.

Investigating the Interplay Between Authentic Leadership Skills and Second Language Proficiency in a Higher Education Institution

This research investigates the interplay between authentic leadership skills and second language proficiency, specifically English, among academic leaders in a Higher Education Institution (HEI) in Bulacan, Philippines. In a globalized educational landscape, leadership in HEIs is crucial for institutional success. The study focuses on Authentic Leadership, emphasizing its developmental perspective and four key components: self-awareness, internalized moral perspective, balanced processing, and relational transparency. Concurrently, it explores the impact of English language proficiency on leadership within the context of higher education. Using a descriptive correlational research design, the study sampled supervisory staff at NU Baliwag, employing the Test of English for International Communication (TOEIC) for language proficiency and the Authentic Leadership Self-Assessment Questionnaire for leadership skills. Results indicate a moderate to high level of English proficiency, with a positive correlation between language proficiency and authentic leadership dimensions. The study contributes insights for NU Baliwag, suggesting that enhancing language skills may positively influence leadership development. However, caution is advised in generalizing findings, and the study highlights the need for future research to replicate the study in diverse contexts and consider additional variables for a comprehensive understanding of the dynamics between language proficiency and leadership development in higher education.

The Role of English Speaking- Skills in Career Progression: A Case Study among Sudanese Undergraduate EFL Students

The present study is to shed light on the nature and extent of the impact of English language proficiency on career advancement across a range of professional contexts by compiling and critically analyzing scientific research on the subject. The research shows on the connections between language proficiency, professional mobility, and socioeconomic circumstances by drawing on the ideas of linguistic capital, socio-linguistic adaptation, and globalized labour markets. Moreover, the English language has a significant influence on our workplaces and businesses. Regardless of differences in geography, society, politics, or religion, English has emerged as the dominant language in the global business community. Fieldwork was carried out at Vignan's Foundation for Science, Technology & Research, Andhra Pradesh. For this, Sudanese graduating EFL students were chosen from various courses of the institute.The findings show a significant relationship between job success and English language competency, particularly in fields where English is the predominant language of exchange. The extent of this advantage, however, it varies depending on the industry, the cultural setting, and the specific organizational policies. The findings highlight the importance of English education and training in workforce development plans, particularly in locations with a low native English-speaking population. Businesses may benefit from investing in language training as a means of retaining and developing talent. Policymakers may take these findings into account when creating educational curriculum and social interventions to address linguistic gaps on a larger scale. The investigation reveals a favorable correlation between professional advancement and proficiency in the English language.

Mathematics Through a Linguistic Lens: The impact of English Language Proficiency in Solving Mathematical Word Problems Among Secondary ESL Students

Mathematics Through a Linguistic Lens: The impact of English Language Proficiency in Solving Mathematical Word Problems Among Secondary ESL Students

The Impact of English Language Proficiency on Academic Performance with the Mediating Effect of Choice of Learning Approaches: The Case of a Management Faculty of a Sri Lankan University

The purpose of this paper is to examine the impact of English language proficiency (ELP) on academic performance with the mediating effect of the choice of learning approaches of students. The study is based on the final year students of a management faculty of a Sri Lankan university. In the study, ELP was measured using the grades for both G.C.E. Advanced Level General English Examination and Business Communication Examination of the first year, first semester at degree level. The choice of learning approaches was divided into two as the Surface Learning Approach (SLA) and the Deep Learning Approach (DLA), which were measured by 20 indicators of the revised two-factor study process questionnaire (R-SPQ-2F). The academic performance was measured using the GPA of students. The relationships among these variables were examined using the Partial Least Squares Structural Equation Modelling (PLS-SEM) analysis. The study found that most students prefer SLA than DLA in their academic studies at the university. Further, the study showed a significant positive relationship between the ELP and academic performance with a partial mediation effect of choice of learning approach on this relationship. The findings of the study are useful for university administrators and academics in educational reforms and the undergraduates to understand the impact of ELP on their learning approach and academic performance.

ENGLISH PROFICIENCY AMONG BUSINESS STUDENTS AND ITS IMPACT ON ACADEMIC PERFORMANCE

Market demand for employees who are proficient in English language has increased nowadays, hence, many developing countries including Malaysia has put high emphasis on their local university graduates' capabilities to master the foreign language by implementing various methods of cultivating the use of English in the university settings. Hence, the main objective of this study is to investigate the impact of English language proficiency on a student’s academic performance in the university. Previous studies conducted in this area simply focuses on either testing the results of language tests or perceptions of students themselves, but none have yet to combine both techniques in investigating the impact, especially in Malaysia. This study utilizes 300 respondents among business students from four (4) public universities in Malaysia. The results of the study suggest that on average the respondents do perceive the importance of being proficient in English in manoeuvring the academic environment in the university. The results also indicate significant effect between students’ secondary results (i.e., SPM) and English entrance exam (i.e., MUET) with students’ academic performance in the university (i.e., CGPA).

The Impact of English Language Proficiency on Writing Critical Literary Assessments

This research paper seeks to investigate the importance and impact of proficiency in English language, especially in contexts where English is a foreign language, in creating well-versed literary analyses produced by university students. This study theorizes that students who have not profoundly established proper proficiency in English and indispensable critical skills are most prone to demonstrate low-grade analytical quality in their literary critical evaluations. The mainstream in the field of language teaching utilizes literature only as one of the potential learning aids that offer demanding decoding challenges to the students. The overall quality, however, of language proficiency across the students’ literary critical writings is less investigated, especially in contexts where English is a foreign language and specifically among the students who study at the Department of English at University of Human Development (UHD). The present study argues that different elements that shape language proficiency coalesce, in collaboration with developed literary and critical skills, in adequately written critical assessments of literary works. Moreover, Educational workers’, at English departments, foremost priority, based on their mission ─teaching either literature or language─ is, accordingly to hone students’ critical and language skills. Notwithstanding, the very title of the BA program in English language and literature predominantly considers the vital role of language proficiency.

Students’ Perceptions of Factors Contributing to Performance in Accounting Principle Courses

Undergraduate students’ performance has been extensively studied to identify the critical components in effective teaching and learning pedagogies. This study aims to determine whether the teachers’ practices and implementation of Classroom Assessment Techniques (CAT) enhanced students’ performance in Accounting Principles’ courses and assess students’ perceptions concerning the impact of English language proficiency (EP) and the availability of Saudi-centric textbook materials on students’ performance. Additionally, this study employed the questionnaire survey approach to gain insights into accounting undergraduates’ perceptions of academic performance in Accounting Principles courses. As most students were found to be underachievers, the study outcomes led researchers to propose active learning approaches using CAT as an initiative towards improving students’ performance in benefitting the university and positively transforming the teaching and learning environment.

The impact of language and ethnicity on preparation for endoscopy: A prospective audit of an East London Hospital Ward.

The efficacy, cost-effectiveness, and safety of a number of endoscopic procedures are largely dependent on optimal preparation. Despite this however, inadequate or suboptimal preparation is relatively common. Most studies have revealed inadequate preparation for between 20% and 30% of patients. This audit sought to examine the impact of English language proficiency, and ethnicity, on endoscopic preparation and procedure success or failure. A prospective audit was developed. Using convenience sampling, participants were consecutive patients recruited over a six-month period, who were aged 18 and over, attending an east London endoscopy ward for a routine (pre-booked) endoscopy procedure for which they had received preparation instructions to carry out at home. Almost one-third of the sample had adequate or very poor English proficiency. When an interpreter was used it was overwhelmingly a member of the patients' family or a member of staff. There was no significant relationship between gender, age, ethnic group, English language proficiency, whether an interpreter was needed, the type of procedure carried out and inadequate preparation. Amongst these patients, we found that a little more than 20% of participants were inadequately prepared for their endoscopic procedure. We found no relationship between language proficiency on preparation. Given the mixed literature on interventions to improve preparation before endoscopic procedures, further directions are identified to work toward the development and testing of a novel intervention amongst this population. In identifying those who may be at risk for inadequate preparation for endoscopic procedures, practice needs to take into account a range of factors beyond language and ethnicity. Furthermore, the persistent reliance on family members to interpret information sheets and preparation advice suggests that revision and/or development of culture and language-specific materials is necessary.

Impact of English Language Proficiency on the Quality of Job Execution of Engineers in and outside Nepal: A Study at a Glance


 The present research article attempts to explore some facts about the importance of English language proficiency on the execution of engineering jobs all over the world in general and in Nepal in particular. Based mainly on the review of literature available in the internet and some other local resources, this paper highlights that English language proficiency is indispensable for the engineering graduates both outside and inside Nepal in the present day situation for the successful execution of engineering jobs. The findings reveal that mere technical knowledge about core engineering subjects may not suffice in the engineering area unless engineers are well-equipped with sufficient communication skills in English as engineering has inherent intimate relationship with English language as a medium worldwide.

Impact of English Language Proficiency on the Job Grabbing Process of Engineers in Nepal and the Other Countries: A Bird's Eye View

This paper presents the findings of a research carried out on the impact of English language proficiency on the job grabbing process of the engineers in Nepal and a few other countries. Based mainly on the review of literature that were available in the internet websites, this paper sheds light on the facts that the English language proficiency is extremely important for the global engineers today. It reveals that the ability to communicate in English efficiently in their workplace is of paramount importance for engineers not only in Nepal but also in the other countries. In the present day context, the employers want to hire merely those candidates who possess sufficient proficiency in English.Journal of the Institute of Engineering, 2018, 14(1): 223-234

Impact of English Proficiency on Academic Performance of International Students

Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59 students who were in their sophomore, junior or senior year of college. Statistical analyses revealed significant differences in language proficiency and multilingualism in relation to academic performance. The highest mean GPA was evident among students who had reported high levels of self-perceived English language proficiency, and among students who spoke at least three languages.

The influence of English proficiency on access to care

Objective. The number of individuals with limited English proficiency in the USA is large and rapidly growing. Consequently, addressing language barriers in access to medical care is becoming increasingly important. Previous studies have reported that individuals with limited English proficiency have more difficulty gaining access to care, compared to English-proficient individuals. We assessed the impact of English language proficiency on access to medical care, accounting for health and socioeconomic status, using nationally representative data. Design. Cross-sectional data from the 2006 National Health Interview Survey (n=29,868). The main outcome measures of interest were self-reported delayed medical care, forgone needed care, and visits to a health care professional. Results. In unadjusted analyses, individuals with limited English proficiency were more likely to forgo needed medical care and less likely to have a health care visit, compared to individuals who were proficient in English. There was no significant association between language proficiency and reports of delayed care. After accounting for individuals’ health and socioeconomic status, only the relationship between limited English proficiency and health care visits remained statistically significant. Most associations between language proficiency and access to care did not differ across various racial/ethnic groups. Conclusion. Results indicate that the choice of access measure may influence conclusions about language barriers in health care. Given the growing proportion of US residents with limited English proficiency, health care settings need to better address potential language barriers.

Occupational Choice of High Skilled Immigrants in the United States

ABSTRACTThis paper explores the impact of English language proficiency and country of origin on the occupational choice of high‐skilled immigrants in the United States. The findings reveal that high‐skilled immigrants with limited proficiency in English, or whose first language is linguistically distant from English, are more likely to be in occupations in which English communication skills are not very important, such as computer and engineering occupations. Interestingly, the degree of exposure to English prior to immigration is found to have little influence on selecting occupations in the United States. Nonetheless, the paper also shows that some immigrants with little exposure to English, and whose native language is highly distinct from English, are present in some “speaking‐intensive” occupations, in particular social services occupations. These occupations may not require workers to be fluent in English if they mostly provide services to immigrants from the same linguistic background. The study also raises questions as to how heavily US immigration policy influences the decisions of highly‐skilled migrants before they even leave their home countries.

English Language Proficiency As An Indicator Of Academic Performance At A Tertiary Institution

The aim of this investigation was to ascertain the impact of English language proficiency on academic success of first-year black and Indian students in human resources management at a tertiary institution. Students enrolled for the period between 1996 and 2002 were included in the study. Statistical tests of differences between means were conducted. Significantly, the Indian group exhibited superior English language proficiency levels, compared to their black counterparts. The hypothesis that English language proficiency is associated with academic success appears to be substantially correct. Opsomming Die doel van die ondersoek was om die impak van Engelse taalvaardigheid op akademiese sukses van Swart en Indiese eerstejaarstudente in menslike hulpbronbestuur aan ’n tersiêre instelling te ondersoek. Studente wat vir die periode tussen 1996 en 2002 ingeskryf was, is in die studie betrek. Statistiese toetse vir verskille tussen gemiddeldes is toegepas. Die Indiese groep het beduidend beter taalvaardigheid as hulle Swart eweknieë openbaar. Die hipotese dat Engelse taalvaardigheid met akademiese sukses verband hou, blyk substantief korrek te wees.

Impact of English language proficiency on receipt of pap smears among Hispanics.

Our aim was to assess the impact of English language proficiency on Pap smear use among Hispanics. We performed a cross-sectional study using 2000 National Health Interview Survey data and included 2,331 Hispanic women, age >/=18 without a hysterectomy. After adjusting for sociodemographic and access factors, highly proficient English speakers were more likely to report a Pap smear in the past 3 years as compared to low proficient (adjusted prevalence ratio, 1.16; 95% confidence interval, 1.08 to 1.22). Also associated with Pap smear use were income, usual source of care, and health insurance. Our finding suggests that low English language proficiency is a barrier to receiving recent Pap smears among Hispanics.

Language proficiency and the enrollment of Medicaid-eligible children in publicly funded health insurance programs.

The purpose of the study was to examine the effect of language proficiency on enrollment in a state-sponsored child health insurance program. 1055 parents of Medicaid-eligible children, who were enrolled in a state-sponsored child health insurance program, were surveyed about how they learned about the state program, how they enrolled their children in the program, and perceived barriers to Medicaid enrollment. We performed weighted chi2 tests to identify statistically significant differences in outcomes based on language. We conducted multivariate analyses to evaluate the independent effect of language controlling for demographic characteristics. Almost a third of families did not speak English in the home. These families, referred to as limited English proficiency families, were significantly more likely than English-proficient families to learn of the program from medical providers, to receive assistance with enrollment, and to receive this assistance from staff at medical sites as compared to the toll-free telephone information line. They were also more likely to identify barriers to Medicaid enrollment related to "know-how"--that is, knowing about the Medicaid program, if their child was eligible, and how to enroll. Differences based on language proficiency persisted after controlling for marital status, family composition, place of residence, length of enrollment, and employment status for almost all study outcomes. This study demonstrates the significant impact of English language proficiency on enrollment of Medicaid-eligible children in publicly funded health insurance programs. Strong state-level leadership is needed to develop an approach to outreach and enrollment that specifically addresses the needs of those with less English proficiency.

The impact of English-language proficiency on international graduate students' perceived academic difficulty

This study presents an empirical test of the impact of English proficiency as indicated by student self-ratings and TOEFL scores, and selected nonlinguistic variables on the level of academic difficulties perceived by international graduate students. A simple random sample of 450 international graduate students from three large universities in upstate New York were contacted by mail in the fall of 1988. With two mailings, 245 completed the Survey of International Students' Academic Language Needs. It was found that Self-rated English Proficiency was the most significant predictor of the perceived level of academic difficulty. In addition, Length of Prior English Training and Age were also significant predictors. TOEFL score was found to be a nonsignificant predictor of students' academic difficulty. Implications of the research for English-language educators, ESL program and curriculum design, and U.S. university recruitment policy on international students were discussed.

English language proficiency and the economic progress of immigrants

This paper studies the impact of English language proficiency on the wages of immigrants and second-generation persons in the U.S. using a data set providing test-based measures of English reading proficiency. The results indicate that English reading proficiency is a major factor constraining the wage rates received by immigrants.