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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 0000-0001-8680-8489), Nur Aimi Nasuha Burhanuddin
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
FullText Text:
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  Data: A Systematic Review of Factors Influencing English Language Competency for Ethnic Minority Students: An Ecological Systems Theory Perspective
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  Data: <searchLink fieldCode="AR" term="%22Panzhen+Zhao%22">Panzhen Zhao</searchLink><br /><searchLink fieldCode="AR" term="%22Aminuddin+Hassan%22">Aminuddin Hassan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8680-8489">0000-0001-8680-8489</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nur+Aimi+Nasuha+Burhanuddin%22">Nur Aimi Nasuha Burhanuddin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Cogent+Education%22"><i>Cogent Education</i></searchLink>. 2024 11(1).
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  Data: 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
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  Data: 18
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  Data: 2024
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Reports%22">Research Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+Approach%22">Systems Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Planning%22">Language Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+Patterns%22">Sociocultural Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Relationship%22">Family Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink>
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  Group: ID
  Data: 10.1080/2331186X.2024.2415730
– Name: ISSN
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  Data: 2331-186X
– Name: Abstract
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  Data: 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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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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