Academic Scientific JournalsSuccess and struggles in English language proficiency: A close examination
DOI:
https://doi.org/10.26881/bp.2025.3.05Keywords:
language proficiency, learning English, language developmentAbstract
Several elements shape language learners’ ability to achieve either high or low levels of English proficiency. However, these factors may change over time due to evolving educational trends, technological advancements, and shifting social movements and learner needs. Many studies have been conducted in order to identify and categorise the determinants of language development.
This study investigates the key elements that contribute to both the contemporary development of high-level English language competence and those that hamper progress among secondary school students. This research provides insights that may help educators become aware of what improves language proficiency and what hinders it and challenges learners.
Downloads
References
Bandura, Albert (1997). Self-Efficacy: The Exercise of Control. New York: W.H. Freeman and Company.
Biedroń, Adriana (2011). “Personality factors as predictors of foreign language aptitude”. Studies in Second Language Learning and Studying 1/4: 467–489.
Borg, Simon (2006). Teacher Cognition and Language Education: Research and Practice. London: Bloomsbury.
Brown, H. Douglas (2007). Principles of Language Learning and Teaching. 5th Edition. New York: Pearson Education.
Dewaele, Jean-Marc, Adrian Furnham (1999). “Extraversion: The unloved variable in applied linguistics research”. Language Learning 49/3: 509–544.
Dörnyei, Zoltán (1994) “Motivation and motivating in the foreign language classroom”. The Modern Language Journal 78/3: 273–284.
Ellis, Rodd (1986). Understanding Second Language Acquisition. Oxford: Oxford University Press.
Gardner, Robert, Wallace E. Lambert (1972). Attitudes and Motivation in Second Language Learning. Rowley, Massachusetts: Newbury House.
Gardner, Robert C. (2007). Motivation and Second Language Acquisition. New York: Peter Lang.
Griffiths, Carol (2008). Lessons from Good Language Learners. Cambridge: Cambridge University Press.
Griffiths, Carol (2013). “The strategy factor in successful language learning”. Studies in Second Language Learning and Teaching 3/2: 321–324.
Harmer, Jeremy (2007). The Practice of English Language Teaching. Harlow: Pearson Education Limited.
Harmer, Jeremy (2015). The Practice of English Language Teaching. 5th Edition. Harlow: Pearson Education Limited.
Kuppens, An H. (2010). “Incidental foreign language acquisition from media exposure”. Learning, Media and Technology 35/1: 65–85.
Lamb, Martin (2011). “A ‘Matthew Effect’ in English language education in a developing country context”. System 39/3: 311–322.
Lightbown, Patsy M., Nina Spada (1999). How Languages are Learned. 2nd Edition. Oxford: Oxford University Press.
Oxford, Rebecca (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.
Peters, Elke, Eva Heynen, Eva Puimège (2016). “Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions”. System 63: 134–148.
Reinders, Hayo, Phil Benson (2017). “Research agenda: Language learning beyond the classroom”. Language Teaching 50/4: 561– 578.
Renandya, Willy A. (2013). “Essential factors affecting EFL learning outcomes”. English Teaching 68/4: 23–41.
Richards, Jack C. (2015). Key Issues in Language Teaching. Cambridge: Cambridge University Press.
Rubin, Joan (1975). “What the “good language learner” can teach us”. TESOL Quarterly 9/1: 41–51.
Schunk, Dale H., Barry J. Zimmerman (2008). Motivation and SelfRegulated Learning: Theory, Research, and Applications. New York: Taylor & Francis Group LLC.
Socket, Geoffrey (2014). The Online Informal Learning of English. London: Palgrave Macmillan London.
