Abstract
Abstract
This study explores the impact of qualified English language teachers on English Language Learners (ELLs) in their home countries, assessing how English language instruction can enhance their preparedness for higher education in Western universities. The need for effective English language education is underscored by the scarcity of qualified ESL instructors, which leaves L2 learning ill-equipped for academic success. Utilizing Vygotsky’s social development theory, particularly the Zone of Proximal Development, this research examines the role of social interactions with qualified native speakers in fostering language proficiency and academic achievement. The literature review highlights significant barriers ELLs face, including inadequate teaching methods and limited exposure to the language, which undermine their confidence and educational aspirations in Western academic settings. Recommendations include hiring qualified native English-speaking teachers to improve instructional quality and providing additional resources to support ELLs’ learning journey. This study emphasizes the critical need for effective language education in home countries to facilitate ELLs successful transition to higher education in English-speaking environments.
Recommended Citation
Allen-Abulhassan, T. M. (2025). The Benefit of Qualified English Language Teachers in Non-English-Speaking Countries. Journal of English Learner Education. (17)2.
Retrieved from https://stars.library.ucf.edu/jele/vol17/iss2/1
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Indigenous Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons
