A Systematic Review of Factors Influencing English Language Competency for Ethnic Minority Students: An Ecological Systems Theory Perspective
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| Title: | A Systematic Review of Factors Influencing English Language Competency for Ethnic Minority Students: An Ecological Systems Theory Perspective |
|---|---|
| Language: | English |
| Authors: | Panzhen Zhao, Aminuddin Hassan (ORCID |
| Source: | Cogent Education. 2024 11(1). |
| Availability: | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Ethnic Groups, Minority Group Students, Correlation, Individual Differences, Research Reports, Psychological Patterns, Systems Approach, Language Planning, Sociocultural Patterns, Self Concept, Teacher Student Relationship, Family Relationship, Parent Child Relationship, Middle School Students, Learning Processes |
| DOI: | 10.1080/2331186X.2024.2415730 |
| ISSN: | 2331-186X |
| Abstract: | The English language is a catalyst for economic growth, modernization, and globalization. In this milieu, English language competency--defined as the practical ability to use English effectively in diverse contexts, encompassing linguistic, cognitive, and intercultural skills--is recognized as an essential skill (Amor et al., 2023). Research on English language competency among ethnic minority students is sparse, obscuring the dynamics between personal and environmental factors. We analyzed factors influencing language competency, examining the interplay across the theory's five system levels using 82 research papers published from 2014 to 2024. The three factors most commonly discussed were at the individual level (psychological factors), the microsystem level (teachers and family), and the macrosystem level (language policies, sociocultural influences, and identity). Our analysis also revealed the importance of conducting thorough studies at various levels. These include the microsystem level, which involves examining the interactions between teachers, families, and students and the challenges faced in practical cooperation between parents, educators, and students. Additionally, the mesosystem level, which focuses on digital learning tools, the exosystem level, which considers factors such as socioeconomic status and mass media, and the chronosystem level, referring to discrete shifts like switching from a monolingual to a multilingual environment, are also crucial areas of study. The study ends with research directions highlighting the necessity for a holistic examination of the factors influencing EFL learning among ethnic minorities, and the need for future research to include broader and more diverse samples for a comprehensive cross-cultural analysis. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454211 |
| Database: | ERIC |
| Abstract: | The English language is a catalyst for economic growth, modernization, and globalization. In this milieu, English language competency--defined as the practical ability to use English effectively in diverse contexts, encompassing linguistic, cognitive, and intercultural skills--is recognized as an essential skill (Amor et al., 2023). Research on English language competency among ethnic minority students is sparse, obscuring the dynamics between personal and environmental factors. We analyzed factors influencing language competency, examining the interplay across the theory's five system levels using 82 research papers published from 2014 to 2024. The three factors most commonly discussed were at the individual level (psychological factors), the microsystem level (teachers and family), and the macrosystem level (language policies, sociocultural influences, and identity). Our analysis also revealed the importance of conducting thorough studies at various levels. These include the microsystem level, which involves examining the interactions between teachers, families, and students and the challenges faced in practical cooperation between parents, educators, and students. Additionally, the mesosystem level, which focuses on digital learning tools, the exosystem level, which considers factors such as socioeconomic status and mass media, and the chronosystem level, referring to discrete shifts like switching from a monolingual to a multilingual environment, are also crucial areas of study. The study ends with research directions highlighting the necessity for a holistic examination of the factors influencing EFL learning among ethnic minorities, and the need for future research to include broader and more diverse samples for a comprehensive cross-cultural analysis. |
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| ISSN: | 2331-186X |
| DOI: | 10.1080/2331186X.2024.2415730 |
