EFL learners’ academic progression: challenges for teachers and higher education

Abstract

The progression of English First Additional Language (EFL) learners from foundational and intermediate phases to higher education poses considerable obstacles for both primary educators and tertiary institutions. This study presents an innovative multi-stakeholder viewpoint by incorporating the insights of instructors, higher education experts, and students, thereby delivering a thorough grasp of the issues encountered throughout educational stages. Notwithstanding initial language teaching, numerous EFL learners encounter difficulties with the academic requirements of higher education, frequently attributable to insufficient reading, critical thinking, and academic discourse competencies. This disparity adversely affects their successful assimilation and academic achievement in higher education. This study seeks to identify the primary pedagogical and systemic problems faced by educators in educating EFL learners, as well as those encountered by higher education institutions in facilitating their uninterrupted academic advancement. A qualitative study methodology will be utilised to collect data via semi-structured interviews with foundation and intermediate phase educators, language support professionals in higher education, and EFL students. Thematic analysis will be employed to reveal persistent patterns and insights. Initial findings indicate substantial discrepancies in curricular alignment, inadequate teacher preparation emphasising the scaffolding of advanced academic language abilities, and restricted comprehensive language support services in higher education. Students encounter challenges with academic reading, writing, and comprehending discipline-specific vocabulary. Addressing the EFL progression gap necessitates a collaborative and comprehensive strategy, incorporating explicit academic language training throughout all educational stages and creating strong support structures in higher education. This study employs a multi-stakeholder perspective to elucidate systemic obstacles to EFL academic achievement and offers pragmatic solutions for curriculum enhancement, teacher professionalisation, and improved tertiary language support.

Keywords: {'name': 'EFL learners; Academic progression; Higher education; Teacher challenges; Language support'}

Authors & affiliations

Ezekiel Chauke
University of South Africa

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