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English As Second Language RRL

English has become a global lingua franca, serving as a second language in many countries for education, employment, and international communication. However, learning English poses various challenges due to factors like inadequate educational policies, lack of teacher training and technology, and unsupportive attitudes. Studies in Saudi Arabia, Pakistan, and Malaysia highlight the importance of English proficiency for students' futures but also identify obstacles that must be addressed to improve English language acquisition. Motivation also influences learning outcomes, and integrating cultural components into English instruction can help develop cross-cultural awareness and communication skills needed in today's world.

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Lorence Espinueva
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821 views

English As Second Language RRL

English has become a global lingua franca, serving as a second language in many countries for education, employment, and international communication. However, learning English poses various challenges due to factors like inadequate educational policies, lack of teacher training and technology, and unsupportive attitudes. Studies in Saudi Arabia, Pakistan, and Malaysia highlight the importance of English proficiency for students' futures but also identify obstacles that must be addressed to improve English language acquisition. Motivation also influences learning outcomes, and integrating cultural components into English instruction can help develop cross-cultural awareness and communication skills needed in today's world.

Uploaded by

Lorence Espinueva
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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English as Secondary Language (RRL)

English has spread throughout the world, transitioning from a foreign language to a

second primary language in the majority of countries, including Saudi Arabia. In reality, mastery

of the English language is one of the entrance criteria for several undergraduate majors in Saudi

Arabia, as well as one of the prerequisites for employment in some governmental and private-

sector enterprises. People who travel throughout the world converse with others in English,

regardless of their main language. Airports, hotels, restaurants, banks, and hospitals all hire

English-speaking employees to assist in dealing with foreign visitors. There is a strong desire

and need to learn the language, not only to converse with English native speakers, but also to

aid in worldwide communication with individuals of other nations (Alasmi, 2016).

According to Khan, T.J. and Khan, N. (2016) nobody can deny English's dominant status

as a communicating language. In Pakistan, it is both a medium of instruction and a required

topic. However, it has a number of learning issues. Students' failure rates are rising, which is

regrettable. Failure in this topic equates to failure in the public exams. All stakeholders can see

the stakeholder worries regarding the issue. Many variables have been identified as being

responsible for making it difficult to learn English. The findings show that students in the setting

want to study English, but a number of obstacles stand in their way that must be overcome for

the language's future success. The ambiguous educational policies, the biased attitude toward

English, the behavior of parents and teachers, the government's adverse policies, the lack of

modern teaching technology in the public sector, the shortage of English teachers, particularly in

the most remote colleges, the flawed syllabi and examination system, the lack of teaching

training, and the deprived position of teachers are the major factors that are causing obstacles

in learning English as stated in the result of this study.

The development of English language competence in Malaysia is becoming increasingly

crucial, particularly in education. In the study of Hashim et.al., the Malaysia Education Blueprint

(2013-2025) states that improving all students' English proficiency would be the top objective.
Students must be fluent in English, which will prepare them well for joining the employment in a

globalizing world. The English language has been regarded as a critical component in the

endeavor to obtain developed nation status by 2020. Due to the rapid development of computer

and mobile technologies, it is viewed as a promising instrument for boosting language

acquisition, but despite it, the rapid development of new generations of mobile devices has

enhanced the enormous potential for successful English language acquisition, particularly

among the youth. It is called English as Second Language (ESL) students at pre-university. The

study's findings are supposed to give polytechnic administrators with a method of making

efficient fiscal and educational decisions about mobile learning, as well as to secure the fiscal

and pedagogical viability of a mobile learning project in a globally competitive context.

According to the findings, students have a favourable attitude toward mobile learning. These

findings supported the necessity to include the usage of mobile devices as a learning support to

ESL learners' learning in order to increase their language competency.

In Malaysia, a critical factor affecting university students' learning process is a lack of

motivation. The study of Azar &Tanggaraju (2020) investigates the types of motivation that

Bachelor students used in learning English at one of Malaysia's private universities. It was also

examined to determine the level of motivation of Bachelor students learning English as a

Second Language (ESL). This study employed a quantitative approach, with data collected via a

questionnaire adapted from Gardner's (1972) Attitude, Motivation Test Battery (AMTB).

According to the findings, the majority of Bachelor students were instrumentally motivated to

learn ESL. The level of motivation revealed that the students had a high level of instrumental

motivation for learning English, as opposed to integrative, resultative, and intrinsic motivation. A

few suggestions were made based on the findings. To begin, lecturers should always create a

classroom environment that encourages students' motivation to learn ESL. Second, as part of

Global Learning Programs, students should be given more opportunities to visit other English-
speaking countries (GLP). In that case, ESL teachers or lecturers should encourage all forms of

motivation in the classroom and guide students toward achieving their goals.

Davitishvili, N. (2017) focuses on the inseparability of language and culture, emphasizing

the importance of cross-cultural communication. In an increasingly internationalized global

world, awareness and communicative competence in teaching English as a second language

(TESL) are essential. Cross-cultural awareness has always been an important component of

modern language studies, as preparing students for effective and competent intercultural

communication necessitates not only the teaching of linguistic skills such as phonology,

morphology, lexicology, and syntax, but also the vital component of cultural knowledge and

awareness. The study's findings discussed the inseparability of language and culture, which

would likely aid learners in developing cross-cultural awareness and communicative

competence. First, English as a Second Language course content should include linguistic and

cross-cultural components in order to foster an intercultural environment in the classroom and

address any challenges that students may face. Second, cross-cultural contents relevant to the

learners' own values and cultural background must be incorporated into existing course

curricula to increase students' awareness of cultural differences in multicultural situations,

thereby preventing cultural conflicts that may arise as a result of misinterpretations,

ethnocentrism, and other factors as well as stereotypes. Third, ESL (English as a Second

Language) teachers must transition from a traditional teaching practice to an intercultural one.

Finally, English as second language textbooks should be supplemented with additional material

to help students develop cross-cultural awareness and communicative competence.

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