Significance of Proficiency in the English Language within the Realm

of Education in Pakistan

Almeera Aimen
Usama Khadim

Department of English, Division of Arts and Social Sciences, University of Education,

Lahore, Pakistan

ABSTRACT

This paper underscores the pivotal role of English language proficiency in the educational
domain, shedding light on the challenges students face when expressing themselves in
English within classroom settings. It emphasizes the profound impact that English
proficiency exerts on students’ overall learning experiences and offers practical insights
to enhance language skills. Recognizing effective communication as a cornerstone of
success in contemporary society, the paper provides valuable tips for improving language
skills, particularly in the context of spoken English. Mastering English is deemed
essential for success in various professional fields, given its status as the global lingua
franca. The article advocates for educational institutions to create conducive
environments for developing students’ speaking abilities, crucial not only for career
advancement but also for societal integration. In today’s interconnected world, English
proficiency is a key asset for navigating the global landscape successfully. The ability to
communicate effectively in English is not only a gateway to enhanced career
opportunities but also facilitates integration into diverse societies. The paper concludes
by reinforcing the fact that individuals with a strong command of the English language
are warmly welcomed on a global scale, highlighting the enduring importance of English
proficiency in our interconnected world.

Keywords: education, proficiency, spoken English.

1. INTRODUCTION

Language is the basic need and most dominant symbol of human behavior, as it
helps to communicate and direct the expression of thoughts. It not only reflects and
expresses facts but also influences attitudes because it is a vital component of social
interaction. Language and society are mutually constitutive as they shape social
interaction among individuals. According to Fishman (1996), society and language both
have an impact on each other, and it is not possible to separate and understand the
influences. Languages vary from society to society; in this regard, sociolinguistic aspects


Corresponding author, email: [email protected]

Citation: Aimen, A., & Khadim, U. (2024). Significance of proficiency in the English language within the
realm of education in Pakistan. English Education Journal, 15(1), 1-8.

https://doi.org/10.24815/eej.v15i1.34863
Received 16 September 2023; Revised 10 November 2023; Accepted 13 December 2023
Available online 1 January 2024
Significance of proficiency in the English language within the realm of education in Pakistan (A. Aimen & U. Khadim)

affect the way a language is viewed and spoken in a community. Education, which is an
important sociolinguistic factor, affects an individual’s language preferences as to where,
which, when, and how to speak any language (Faizin, 2015). In the elite educational
institutes of Pakistan, speaking English is a must for students because their native
language is not English, and in today’s world, learning English as a second language has
become inevitable.
Sociolinguistics has a great and direct impact on language speaking. In educational
institutes, all individuals have certain ways of speaking and communicating; therefore,
speaking in one particular language enhances their language changes with time as they
interact with many people. Sociolinguistics focuses on naturally occurring language use,
due to this, experts in second languages turned to sociolinguistic research to create new
teaching strategies for language speaking and broaden the goals of language instruction
because English has now become a global language, and the knowledge of the world can
be found through English (Faizin, 2015). Due to this regard, the most important function
of sociolinguistics in language teaching is to provide the learners with appropriate rules
of spoken English so that it enables the knowledge of the English language and also
different varieties within this same language of people and their dialects as well, as the
notion of variety in a language is complex and controversial because, according to
Wolfram et al. (1999), a single language exists in different varieties.
The importance of English speaking in educational institutions not only benefits
students in their careers but also aids them in societal integration (Shrishthy, 2022). As
the English language continues to establish itself as an international medium, it paves the
way for diverse career opportunities. Students who possess a strong grasp of English can
find acceptance in multinational corporations. According to a recent study by White
(2023), proficient English speakers are more likely to develop emotional intelligence,
leading to improved life prospects and employment opportunities.
This study scrutinizes the social impact of using the English Language on students,
exploring how proficiency aids adjustment in foreign countries and enhances confidence
in educational settings. Employing a mixed methodology, it delves into sociolinguistic
factors influencing English language acquisition in classrooms, identifying strategies for
fostering spoken skills and promoting broader communication among students.
Accordingly, the research questions for this research are:
1. What challenges do students encounter when using the English language to
communicate verbally in a classroom setting?
2. What effects does the English language have on students’ educational paths?
3. What techniques and strategies can be used to improve students’ English?
This study looked into the significant influence of English language proficiency on
students’ education and societal integration. Centered on sociolinguistic factors, it
examines challenges in verbal communication, educational effects, and effective
strategies. It provides valuable insights to enhance linguistic competence in the globalized
context of English as a universal language.

2. LITERATURE REVIEW

2.1 Language and Education

Language is a crucial medium of communication that reflects the culture and society
of its users. It shares a profound relationship with culture and society, as both the
acquisition and utilization of language are embedded within social contexts. It is not only

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 English Education Journal, 15(1), 1-8, January 2024

languages that shape societies, but societies also influence the evolution of languages,
given that spoken language is an integral part of any given community. As Gumperz
(1971, p. 223) states, “sociolinguistics is an attempt to find correlations between social
structure and linguistic structure” because sociolinguistics studies language concerning
society.
Similarly, education serves as a critical force in promoting meaningful interaction
among individuals from diverse societies. This is particularly vital for speakers of
different languages who actively engage with one another to broaden their exposure to
various linguistic expressions. Hence, when instructing English to students with diverse
first languages, educators play a crucial role in implementing tailored pedagogical
methods and strategies that facilitate effective language learning. As emphasized by
researcher Mustaqim (2016), teaching the English language necessitates a focus on
sociolinguistic features, encompassing aspects such as culture, language varieties, dialect,
style, and code-switching. This comprehensive approach ensures a holistic understanding
and application of the language, fostering a more inclusive and effective learning
environment.

2.2 English in Education

In a language teaching setting, the use of language varieties should cater to the
educational needs of learners. According to Cheshire (2005), learning a language is more
effective when conducted in a variety spoken by the students. Cheshire (2005) further
emphasizes that valuing dialects in the classroom significantly impacts the educational
achievements of speakers. Additionally, the use of dialects, both by students and teachers,
may potentially lead to rewards based on the dialect through which communication takes
place. Dialects are defined by Fromkin et al. (2013) as a systematic way in which one
speaker or a group of speakers of a language differs from other speakers of the same
language.
In an educational institute, besides learning written English, spoken English is
equally important because learning written English is rich in exemplification, and while
acquiring written models of language, the pedagogy must bring the students to practice
the art of producing sentences of a particular language. To have effective spoken skills in
English, students must immerse themselves first in the pronunciation of the sounds of
English. According to Brown et al. (1983), students of spoken language spend many hours
learning to pronounce the sounds of English, first in isolation, then in short isolated words,
and after that in short isolated sentences. To teach English as a spoken language to non-
native speakers, students must speak the written language together with having
characteristics of spoken phrases, and most English speakers produce phrases that are
syntactically simpler than written language (Setiyadi et al., 2018).
In many educational systems worldwide, using English as the instructional
language is a defining feature. Phillipson (1992), who emphasizes how English is used as
a tool to access global knowledge and engage in the worldwide academic debate, supports
this approach. Graddol (2006) emphasizes the link between proficiency in the English
language and future employment opportunities, particularly in industries like business,
research, and technology. Many academic and professional possibilities require English
fluency as a prerequisite. English’s dominance in academic journals, conferences, and
research papers is evidence of its status as the lingua franca of academia. Crystal (2003)
underlines the necessity of fluency for effective participation in these sectors due to the
prevalence of English as the language of science and technology.

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Significance of proficiency in the English language within the realm of education in Pakistan (A. Aimen & U. Khadim)

2.3 The Importance of English

Language and culture go hand in hand, and students who are proficient in English
can interact with and understand the subtleties of cultures from English-speaking
countries. This is essential for students who want to become global citizens, as suggested
by Byram (1997), who emphasizes how studying English helps develop intercultural
competence. The ability to communicate and collaborate effectively in English promotes
research and creativity among academics from various linguistic backgrounds. Jenkins
(2006) made the case that English as a Lingua Franca (ELF) research shows how
proficiency in the language makes it possible for foreign researchers to exchange ideas
and work together on ground-breaking research.
English also assumes a significant position as the main language of online learning
and communication in the Internet era. English is crucial for online cooperation since it
enables students to interact with people around the world and access a plethora of
materials (Warschauer & Healey, 1998). English language ability opens the door to a
wealth of cultural and leisure content. According to Crystal (2003), English is a crucial
language for gaining access to other cultures since it dominates the global entertainment
sector, from television and film to literature and video games.
English is useful in the travel and tourism industries. Cameron (2003) underlines
how communication with English-speaking people and the availability of English-
language resources in hotels and tourist attractions are made easier by English’s status as
the world’s unifying language. Furthermore, as discussed by Snow and Hoefnagel-Höhle
(1978), parents who speak English can actively assist their children in their language
learning while they are in an educational setting. Speaking and mastering English also
boosts self-assurance and empowerment. Crystal (2003) contends that learning a
language helps one develop personally and feel more confident.
The literature’s conclusion highlights the unquestionable significance of English
literacy within the context of education. It goes beyond only developing linguistic
proficiency to give students access to knowledge, job opportunities, cultural awareness,
communication, and involvement in a globalized society. This in-depth analysis
highlights the importance of English language competency in education on a variety of
levels.

3. RESEARCH METHODS

This study adopted a mixed-method approach, incorporating both quantitative and

qualitative research methods, to gather comprehensive insights from participants.
Questionnaires and interviews were utilized to collect data from a diverse group of
participants, including students, educators, and professionals. To ensure representation
across various socioeconomic and educational backgrounds, a purposive sampling
method was employed.
In the quantitative segment, a targeted sample of 40 Master’s candidates from the
English Department at the University of Education was selected. Participants were
administered a concise questionnaire through Google Forms to assess their current
proficiency levels and identify any challenges they might be encountering.
For the qualitative aspect, in-depth interviews were conducted with the selected
students to delve into their experiences and perspectives. Thematic analysis was applied
to scrutinize and interpret qualitative data, offering a nuanced understanding of
participants’ viewpoints (Creswell & Creswell, 2018). Simultaneously, statistical analysis

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was employed to analyze the quantitative data, ensuring a comprehensive examination of

both numerical and qualitative aspects (Creswell & Creswell, 2018). This dual-method
approach enhances the robustness and depth of the study, providing a well-rounded
exploration of the research objectives.

4. RESULTS AND DISCUSSION

The analysis focused on the quantitative and qualitative data collected from Masters
candidates from the English Department at the University of Education using a Google
Form questionnaire. 40 responses were received for the survey. The study’s findings were
carefully examined, highlighting the participants’ consensus. Specifically, 68.8%
strongly agreed while only 18.8% disagreed that learning English is easier than learning
other languages. The next sub-sections elaborates the findings from the data.

4.1 Challenges Students Encounter in Learning English

Upon an extensive analysis of the research findings, the researchers have gained
substantial insights into the challenges encountered by the students in this study in their
day-to-day English language communication. These challenges encompass a myriad of
issues, prominently featuring the tendency for learners to revert to their native language,
the apprehension of making mistakes, suboptimal pronunciation, restricted vocabulary
knowledge, and limited practice opportunities. Furthermore, it is evident that
psychological factors such as the fear of making mistakes, shyness, a profound lack of
confidence, and diminished motivation significantly contribute to these linguistic barriers
These findings are similar to the research by Juhana (2012) on EFL students in Indonesia.
Addressing these identified challenges necessitates a multifaceted approach to
enhance students’ English-speaking proficiency. Various speaking activities, including
interactive, responsive, extended, and intensive methods, can be employed to foster
improvement in language communication skills (Dewi et al., 2017). Moreover,
integrating instructional approaches such as the Grammar-Translation Method (GTM)
and Direct Method (DM) has shown promise in developing students’ adeptness in English
language communication (Shawana et al., 2016). This comprehensive strategy aims to
tackle both the linguistic and psychological aspects, providing a holistic framework for
improving students’ overall language proficiency and communication abilities.

4.2 English on Students’ Educational Paths

It is impossible to exaggerate the value of English in education for students. English
has established itself as the major language of education in the modern world, cutting
across national and cultural barriers. The students in this study said that given that English
is used as the major language of instruction in almost all global educational systems,
English is undeniably the most commonly studied language in the world. It is now
necessary for students to be proficient in English to successfully navigate the educational
setting. They reiterated that the predominance of English in schools, colleges, and
universities, which makes it essential for understanding texts, lectures, and assignments
and serves as an academic cornerstone, corroborates this. In their investigation about the
influence of English competence on overseas students’ academic performance,
Martirosyan et al. (2015) came to the same conclusions.
The pervasive influence of the English language extends beyond academic
boundaries and significantly impacts job opportunities. English proficiency opens up a

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Significance of proficiency in the English language within the realm of education in Pakistan (A. Aimen & U. Khadim)

diverse array of potential careers. For instance, those fluent in English may choose to
work as teachers in various educational settings, including colleges, universities, and
schools. Additionally, the field of written expression offers a variety of job prospects,
including roles in newspapers and magazines, for individuals who are adept in English
(Crystal, 2003).
The students also believed that beyond the realms of education and professional
opportunities, English serves as the global language that facilitates communication,
rendering it essential for comprehension and acquisition. With approximately 400 million
proficient speakers worldwide, it has become the common means of communication and
connection for individuals from diverse linguistic backgrounds. Consequently, it serves
as a fundamental tool for international communication, making its acquisition not only
essential but also advantageous (White, 2023).
Furthermore, language emerges as the fundamental form of communication,
allowing people to successfully share, convey, and express themselves. The students
justified that the ability to communicate in English provides an opportunity to converse
with others from different linguistic origins, facilitating relationships and interactions.
English is the dominant digital language in an era where the internet reigns supreme.
Individuals fluent in English have better access to online resources and knowledge. Since
the majority of the top search engines, including Google, Bing, and Yahoo, operate in
English, it is the common language of the internet. An estimated 570 million people use
the internet every day, with the majority favoring content in the English language. Thus,
knowing English well improves one’s ability to take advantage of the vast web resources
(Crystal, 2003).

4.3 Techniques and Strategies to Improve Students’ English

Succinctly, it is impossible to emphasize the multifarious value of the English
language to students in the context of school and beyond (Martirosyan et al., 2015). The
students agreed that English impacts employment possibilities, international
communication, entertainment, travel, and online involvement outside the walls of the
classroom. Therefore, being proficient in English is more than just a talent; it is a
transforming asset that enables people to move confidently and effectively across a
globalized society (Faizin, 2015).
The analysis also looked at the challenges the students encountered while speaking
English regularly, including their usage of their native language, fear of making mistakes,
poor pronunciation, limited vocabulary acquisition, restricted opportunities, and lack of
enthusiasm. Speaking difficulties have been linked to psychological issues like a lack of
motivation and confidence, shyness, and fear (Al Hosni, 2014). Speaking exercises like
those that are thorough, responsive, imitative, and interactive, combined with pedagogical
approaches like the Grammar Translation Method (GTM) and the Direct Method (DM)
(Shawana et al., 2016), according to the students, can help them achieve proficiency in
English speaking.

5. CONCLUSION AND SUGGESTION

In conclusion, the examination of the multifaceted value of the English language

underscores its indispensable role for students both within the educational sphere and
beyond. Proficiency in English transcends being a mere skill; it emerges as a
transformative asset facilitating confident and effective navigation across the globalized

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landscape of society. The identified challenges students face in regular English

communication, encompassing native language interference, fear of errors, pronunciation
difficulties, limited vocabulary acquisition, and constrained opportunities, are intricately
linked to psychological factors like a lack of motivation and confidence, shyness, and
fear. Mitigating these challenges requires a holistic approach involving thorough,
responsive, imitative, and interactive speaking exercises, complemented by pedagogical
methods such as the Grammar Translation Method (GTM) and the Direct Method (DM).
The findings affirm that proficiency in English not only influences educational and career
prospects but extends to global communication, entertainment, travel, and online
engagement beyond the classroom walls. Thus, cultivating a mastery of the English
language emerges as a pivotal and empowering asset for individuals navigating a diverse
and interconnected global society.
The research primarily focused on Master’s candidates from the English
Department at a specific university, limiting the generalizability of findings to a broader
population. Future research should encompass a more diverse participant pool, including
students from various disciplines and educational levels. Additionally, exploring
additional factors influencing language acquisition, such as socioeconomic backgrounds,
could provide a more comprehensive understanding. Moreover, employing a longitudinal
approach to assess the long-term impact of language interventions on students’
proficiency and sociolinguistic competence would enhance the study’s significance.

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