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An Evaluation of the Effect of English Language Proficiency on International Students’ Academic Performance in the U.S.
Identifying the Subject and Providing Background
Extensive studies and research have been carried out on International students to determine their learning experiences in foreign states. For a period of time now educators are acquainted with the significance of adequate proficiency in the English language with the sole purpose of yielding excellent academic performance by learners from the international diasporas. Nevertheless, a lot of attention has been paid to their academic excellence with their social context having been totally neglected (Krashen, 1985).
Most of International students suffer academic shock due to the academic transitions as well as expectations. In the transition they are confronted by different linguistic proficiency, learning skills and cultural-social exclusion. These difficulties make the learning situations for the International students harder due to communication difficulties in correct pronunciation of some English words, application of acceptable English accents and comprehending English jargon, terms and idioms (Ryan & Hellmundt, 2003).
In addition, the mentors who are most likely to be their instructors and professors have completely excluded them through their teaching methods and their lack of assistance outside the classroom. Their speech rate while teaching is not moderate enough for International students to adapt. The majority of International students come from societies that are closely knit highly differing from the Individualism culture in the U.S. Thus, it is almost impossible for an International student to seek assistance or further form deep relationships with the hosts (Ryan & Hellmundt, 2003).
Key words: International Students, Academic Performance, ESL/EFL, GRE, TOEFL.
Research Questions/Objectives
I am an International student in a foreign land thus in a better position to understand the plight of other students in the same position as I and the difficulties we are facing in our daily lives in adjusting lifestyles. In the past, there has been considerable increase in the enrollment of International students in institutions of higher learning in the U.S. Between 1983 and 1984 an approximate of 339,000 students from overseas were enrolled and the early years of 2000 marked tremendous increase on the intake of International students in the U.S. However, between the years 2003 and 2006 (Institute of International Education, 2007), the U.S. has experienced a major decline in the enrollment of International students into their program
The revenue acquired from the payments done by International students has caused major boosts on the American economy (Bhandari & Chow, 2007)Therefore, one does not fail to wonder why negligence and lack of intercultural awareness are core factors to limit conducive learning and living environments for International students. As an International student, one of the major requirements before my admission to the University in the U.S was to successfully attain the required points in the TOEFL (Light, Xu, & Mossop, 1987) and GRE tests.
What is the correlation between the scores in TOEFL and the academic potential of an International student? Is ESL/EFL so vast that it hardly seeks to fulfill its intended purpose? What is the co-relation between the social paradigm and the academic situation of an International student? Who is to blame, the host community for failure to understand the diversity of International students or does it solely rely on the competency of the International students in learning English as a foreign or second language?
Scholarly Conflict and Key players
English as a communication tool is a very essential language with more than a billion speakers worldwide. In the majority of working and learning institutions, English is the preferred language for both native speakers as well as foreigners. It is the mother tongue for approximately 400 million people rating it second from Mandarin. Other major International languages like French and Arabic follow suit (Kajang, 2007).
English is the official language in most states worldwide with a variety of vocabulary to select from. With the increasing contemporary works done in English for instance music, books, programs, most non-native English speakers gain interest of learning English to understand the language of their idols or favorite authors and actors. Nevertheless, this great language can serve as a discourager to many that do not acquire it as their first language (Alessio, 2010).
It is believed that the perspectives of ethics in communication field have shaped and put into picture the natural world of communication within itself as well as of itself along with contents of public speaking courses, intercultural communication, interethnic, interpersonal, rhetoric and small group. In addition, Canagarajah is concerned with the grading criteria for assignments that demonstrate open biases, favoritism and prejudice against International students (CANAGARAJAH, 2006).
In a case scenario, most people pointed out that pedagogical ethics was situational as well as negotiated. An instructor opposed the idea of personally helping students who face challenges in English by teaching them the language. This would mean a change of roles of which is simply not their job. A student who is not English proficient is not fit for class.
English proficiency has an effect on social interaction. Local students oppose working in groups with students from international states. They believe that international students are
generally weak in writing and presentation skills. This prompts loneliness, homesickness and lack of social interaction. Research confirms that it is difficult for International students to form friendships with host peers. Nevertheless, these interactions boost adjustment into a foreign society (CANAGARAJAH, 2006).
International students ought to strive to create interactions with people from the target language as well as culture though it generates affective impacts towards acquisition. Negative stereotypes directed to learners of English lower their self-esteem who on the other hand develop negative attitudes towards the culture and English language. Interaction will also affect cultural adjustment. Students will minimize their interaction rate with local students if they witness huge cultural differences but when they actually do interact they will be likely to experience minimal culture shock (Bhandari & Chow, 2007).
Other researchers argue that besides the culture of the second language, local culture of learners of the second language influences acquisition. These learners deliberately or accidentally carry with them their own local cultures into ESL classrooms. Kramsch points out that the conceptualization of the ESL learner as far as the subsequent culture is concerned is affected by own culture regarding beliefs, assumptions, worldviews and presuppositions (Kramsch, 1993).
Furthermore, apart from the students, teachers also play part in bringing in their cultures into ESL classroom. Thus, careful attention should be paid to the distance between the cultures of the two ESL parties; the teachers and the students. Failure to which will create cultural values as well as expectations that differ. Besides, it could yield different educational progresses with outcomes. He also adds that an evaluation of the problems faced by ESL/EFL learners and teachers will not only ameliorate pedagogy but the cross-cultural adjustment as well (Ying & Liese, 1992).
Methodology
Finding the topic to research on was not very difficult for me since my area of study is a day-to-day part of my life. I decided to carry out an evaluation of the effect of English Language proficiency on the academic performance of International Students in the U.S. My period in the U.S. has seen me witness the potential of most bright students from various International regions washed down the drain. Others have come to the U.S. with the hope of having a solid academic foundation only to be turned down by poor TOEFL (Light, Xu, & Mossop, 1987) and GRE grades. Therefore, I decided to focus my study in that area for it could give a pool of information.
I used my keywords International Students, Academic Performance, ESL/EFL, GRE, TOEFL to search more from other previous works that have been published to get background information on the situation and performance of foreign students in English Speaking territories, focusing more on the U.S.
After settling on my topic, I made personal contact with six students from my native language, two from my English department and four from other departments. The two students from my class take English as a course. All the other four use English for communication of which two are from Malaysia and use English as a second language and two are from France who use it as a foreign language. A continuous mutual relationship had been created with my subjects and a bond of trust created. Therefore, they were willing to convey their honest feelings and perception of their encounters when learning English as a second or foreign language.
I conducted interviews on them using English and with the aid of a Malaysian and French interpreters. I used a digital tape recorder to record the conversations which I later transcribed in hard copies and verified with the prospective subjects to avoid cases of ambiguity or misinterpretations.
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REFERENCES
Alessio, F. ( 2010). The Importance of Learning English As a Foreign Language. Retrieved July 23, 2011, from http://connected.waldenu.edu/language-and-literacy/teaching-and-learning-foreign-languages/item/870-importance-of-learning-english-as-foreign-language
Bhandari, R., & Chow, P. (2007). Open doors: Report on international educational exchange. New York: Institute ofInternational Education.
Byram, M., & Morgan, C. (1994). Teaching-and-learning. Clevedon: Multilingual Matters.
CANAGARAJAH, S. A. ( 2006). TESOL at Forty: What Are the Issues? TESOL QUARTERLY , 40 (1), 9-30.
Institute of International Education. (2007, November). Open doors 2007 fast facts. Retrieved July 23, 2011, from http://opendoors.iienetwork.org/?p=69692
Kajang, V. C. (2007, October 18). Why English is important. Retrieved July 23, 2011, from http://thestar.com.my/english/story.asp?file=/2007/10/18/lifefocus/18963932&sec=lifefocus
Kramsch, C. (1993). Context and culture in language teaching. Oxford : Oxford University Press.
Krashen, S. (1985). The input hypothesis: Issues and implications. Longman: Longman.
Light, R. L., Xu, M., & Mossop, J. (1987). English Proficiency and Academic Performance of International Students. TESOL Quarterly , 21 (2), pp. 251-261 .
Ryan, J., & Hellmundt, S. (October 2003). ‘Excellence through diversity: internationalisation of curriculum and pedagogy’, paper presented at the 17th IDP Australian International Education Conference,. Melbourne.
Ying, Y., & Liese, L. (1992). The learning Gap. New York: Summit Books.
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