Lost in Translation: The Silent Struggle of IT Students with English

Chapter 1: Introduction

1.1 Background of the Study

The Information Technology (IT) industry is a cornerstone of the global

economy, driving innovation and economic growth across sectors. As a
highly interconnected field, seamless communication is paramount.
English, recognized as the lingua franca of technology, serves as the
primary medium for knowledge exchange, collaboration, and the
dissemination of cutting-edge research. From technical documentation
and software development to international conferences and client
interactions, proficiency in English is crucial for success in the
contemporary IT landscape.

However, for many aspiring IT professionals, particularly those whose first

language is not English, navigating the English-dominated world of
technology can be a formidable challenge. This study focuses on the
experiences of IT students in the Philippines, where English is an official
language but not the primary language spoken in many households.
Despite its official status, English proficiency levels vary significantly
across the population, presenting unique challenges for students pursuing
careers in IT.

1.2 Statement of the Problem

This research aims to investigate the multifaceted challenges faced by IT

students in the Philippines due to limitations in English language
proficiency. Specifically, it seeks to address the following:
* What are the specific challenges encountered by IT students in the
Philippines in terms of English language proficiency across different
domains?

* This includes challenges in:

* Reading comprehension: Understanding technical literature, research

papers, and software documentation.

* Writing proficiency: Producing clear and concise technical reports,

coding comments, and professional emails.

* Oral communication: Participating effectively in class discussions,

presentations, and technical interviews.

* Listening comprehension: Understanding lectures, technical

presentations, and online tutorials.

* How do these English language challenges manifest in the academic

performance of IT students?

* This includes:

* Impact on grades: Examining the correlation between English

proficiency and academic performance in core IT subjects.

* Difficulties in project completion: Analyzing the challenges faced by

students in completing group projects, particularly those requiring written
documentation and oral presentations.
 * Participation in class discussions: Investigating the extent to which
limited English proficiency hinders student participation in classroom
discussions and interactions.

* What are the perceived career implications of limited English

proficiency for IT students?

* This includes:

* Job prospects: Assessing the perceived impact of English proficiency

on job opportunities in the IT sector, both locally and internationally.

* Salary expectations: Examining the potential impact of English

proficiency on earning potential and career advancement opportunities.

* Professional communication challenges: Investigating the perceived

difficulties in communicating effectively with colleagues, clients, and
stakeholders in professional settings.

* What strategies and support mechanisms are currently available to

help IT students improve their English language skills?

* This includes:

* University-level support: Examining the availability and effectiveness

of English language support programs offered by universities, such as
language centers, remedial courses, and academic support services.

* Self-directed learning: Investigating the extent to which students

utilize self-directed learning strategies, such as online resources, language
learning applications, and peer-to-peer learning.
 * What are the recommendations for improving English language support
for IT students in the Philippines?

* This includes:

* Developing targeted interventions: Exploring the need for and

feasibility of developing specialized English language programs tailored to
the specific needs of IT students.

* Improving existing support systems: Identifying areas for

improvement in current support programs, such as increased accessibility,
enhanced training for instructors, and more effective integration with IT
curricula.

* Fostering a supportive learning environment: Investigating ways to

create a more inclusive and supportive learning environment that
encourages English language development among IT students.

1.3 Objectives of the Study

The primary objectives of this research are:

* To comprehensively document the specific challenges faced by IT

students in the Philippines in terms of English language proficiency across
various domains.

* To investigate the impact of these challenges on the academic

performance, career aspirations, and overall educational experience of IT
students.
 * To assess the availability, accessibility, and effectiveness of existing
English language support programs within the Philippine higher education
system for IT students.

* To provide evidence-based recommendations for improving English

language support systems within universities to better equip IT students
with the necessary language skills for academic and professional success.

1.4 Significance of the Study

This research holds significant value for various stakeholders:

* IT Students: The findings will provide valuable insights into the

challenges they face and empower them with strategies for overcoming
these challenges.

* Educators: The study will inform the development of more effective

pedagogical approaches for teaching English to IT students, including the
integration of language skills into IT curricula.

* Higher Education Institutions: The findings will guide the development

of more comprehensive and effective English language support programs
within IT departments and across the university.

* IT Industry: Understanding the English language proficiency of

graduates will enable employers to better assess and support the needs
of new hires, leading to improved employee onboarding and retention.

* Policymakers: The study will provide valuable data for the development
and implementation of policies that enhance English language education
and improve the employability of IT graduates in the Philippines.
1.5 Scope and Delimitation

This study will focus on the experiences of undergraduate IT students

enrolled in accredited universities in the Philippines. It will primarily
explore the challenges and impacts of English language proficiency on
their academic and professional trajectories. While acknowledging the
broader socio-economic and cultural factors that may influence language
learning, this study will primarily focus on the specific challenges faced by
IT students within the educational context.

The study will primarily utilize quantitative and qualitative research

methods, including surveys, interviews, and document analysis. The
findings will be analyzed using descriptive statistics, thematic analysis,
and other appropriate data analysis techniques.

1.6 Conceptual Framework

This study will be guided by a sociocultural perspective on language

learning. This perspective emphasizes the social and cultural contexts in
which language is learned and used. It recognizes that language learning
is not simply a matter of acquiring grammatical rules and vocabulary but
also involves developing the ability to use language effectively in social
and cultural contexts.

Within this framework, the study will consider the following key factors:

* The role of social interaction: The importance of opportunities for

meaningful interaction in English, both inside and outside the classroom,
such as peer-to-peer learning, collaborative projects, and interactions
with native English speakers.
* The influence of cultural factors: The impact of cultural values, beliefs,
and attitudes towards English language learning on student motivation
and engagement.

* The significance of authentic language use: The importance of providing

students with opportunities to use English in authentic contexts, such as
simulations of real-world professional scenarios, such as client
presentations, technical discussions, and software development projects.

1.7 Definition of Terms

* English Language Proficiency: The level of skill in understanding,

producing, and using the English language across different domains,
including reading, writing, listening, and speaking.

* IT Students: Undergraduate students enrolled in Information

Technology programs at accredited universities in the Philippines.

* Academic Performance: Measures of student achievement in IT

courses, including grades, project submissions,

Chapter 2: Review of Related Literature

This chapter reviews existing literature on the challenges faced by non-native English
speakers in higher education, with a particular focus on the experiences of IT students. It
explores relevant theories of language learning, examines research on the impact of English
language proficiency on academic performance and career outcomes, and discusses the
effectiveness of various language support programs.

2.1 Challenges Faced by Non-Native English Speakers in Higher Education

Numerous studies have highlighted the challenges faced by non-native English speakers
(NNES) in higher education settings. These challenges include:
* Academic Reading and Writing: NNES students often struggle with academic reading
comprehension, particularly dense and complex texts common in higher education.
Difficulties in academic writing, including grammar, vocabulary, and essay structure, can
also significantly impact academic performance. (e.g., Hamp-Lyons, 1991; Leki, 1995)

* Oral Communication: Participating effectively in class discussions, presenting research

findings, and engaging in academic debates can be challenging for NNES students. Fear of
making mistakes, cultural differences in communication styles, and limited vocabulary can
hinder their oral communication skills. (e.g., Celce-Murcia & Olshtain, 2002; Pavlenko &
Lantolf, 2000)

* Cultural Differences: Cultural differences in communication styles, learning styles, and

classroom expectations can create significant barriers for NNES students. These differences
can lead to misunderstandings, misinterpretations, and difficulties in adapting to the
academic culture of the host country. (e.g., Hofstede, 1980; Triandis, 1995)

* Psychological Factors: Anxiety, frustration, and feelings of isolation can significantly

impact the academic performance and overall well-being of NNES students. These
psychological factors can arise from language-related challenges, cultural adjustment issues,
and the pressure to succeed in a new and demanding academic environment. (e.g.,
MacIntyre & Gardner, 1999; Uhlman, 2008)

2.2 English Language Proficiency and Academic Performance

Research has consistently demonstrated a strong correlation between English language

proficiency and academic success in higher education. Studies have shown that students
with higher levels of English proficiency tend to:

* Achieve higher grades: Strong English language skills are crucial for understanding course
materials, completing assignments effectively, and participating actively in class
discussions.

* Perform better on standardized tests: Proficiency in English is essential for success on

standardized tests such as university entrance exams and professional certification exams.

* Graduate at higher rates: Students with strong English language skills are more likely to
successfully complete their degree programs and graduate on time.

* Demonstrate greater academic engagement: Students with higher English proficiency

tend to be more engaged in their studies, participate more actively in class, and form
stronger relationships with faculty and peers. (e.g., Lee & Van Patten, 2003; Shohamy, 2006)

2.3 English Language Proficiency and Career Outcomes

English language proficiency is not only crucial for academic success but also plays a
significant role in career outcomes for IT professionals. In the globalized IT industry, strong
English communication skills are essential for:
 * Securing employment: Many IT jobs require strong English communication skills for tasks
such as client communication, technical writing, and international collaboration.

* Career advancement: Proficiency in English is often a prerequisite for career

advancement opportunities, such as promotions, leadership roles, and international
assignments.

* Salary and earning potential: Studies have shown that individuals with strong English
communication skills tend to earn higher salaries and have greater earning potential
throughout their careers. (e.g., Crystal, 2001; Graddol, 2006)

2.4 Language Support Programs for NNES Students

A variety of language support programs have been implemented in higher education

institutions to assist NNES students. These programs include:

* Intensive English Programs: These programs provide comprehensive language

instruction, focusing on all aspects of language proficiency, including reading, writing,
listening, and speaking.

* English for Academic Purposes (EAP) Courses: These courses are designed to equip
students with the specific language skills needed for academic success, such as reading
academic texts, writing research papers, and participating in academic discussions.

* Peer Tutoring: Peer tutoring programs provide opportunities for NNES students to
receive individualized language support from other students.

* Technology-Enhanced Language Learning: The use of technology, such as online learning

platforms and language learning software, can provide students with flexible and
personalized language learning opportunities.

2.5 Research Gap

While existing research provides valuable insights into the challenges faced by NNES
students in higher education, there is a need for more specific research on the experiences
of IT students.

* Limited research specifically focuses on the English language challenges faced by IT

students. Most studies on NNES students in higher education have a broader focus and do
not delve into the specific language needs of students in technical fields like IT.

* The impact of English proficiency on the career outcomes of IT graduates in developing

countries like the Philippines requires further investigation. While studies have explored
the link between English proficiency and career success in general, more research is needed
to understand the specific impact of English language skills on the job prospects and career
advancement of IT graduates in the Philippine context.
* The effectiveness of existing language support programs in addressing the specific needs
of IT students needs to be evaluated.

This study aims to fill these research gaps by providing a deeper understanding of the
challenges faced by IT students in the Philippines due to limitations in English language
proficiency and by exploring effective strategies for improving language support within the
Philippine higher education system.

This is a starting point for Chapter 2. You'll need to:

* Cite all sources: Make sure to properly cite all the sources you refer to throughout the
chapter using a consistent citation style (e.g., APA, MLA).

* Expand on the research gap: Provide more specific examples of the research gaps and
their significance.

* Integrate relevant theories: Incorporate relevant theories of language learning, such as

the sociocultural theory of language acquisition or the communicative approach, into your
discussion.

* Conduct a thorough literature search: Consult academic databases (e.g., JSTOR, Google
Scholar, ERIC) to identify and review relevant research articles, books, and other scholarly
publications.

Chapter 3: Research Methodology

This chapter outlines the research design, data collection methods, and data analysis
procedures employed in this study.

3.1 Research Design

This study employs a mixed-methods research design, combining both quantitative and
qualitative approaches to comprehensively investigate the research questions.

* Quantitative Approach: This component of the study utilizes quantitative data to:

* Assess the level of English language proficiency among IT students through standardized
English language tests or validated surveys.

* Examine the relationship between English language proficiency and academic

performance by analyzing student grades, project scores, and other relevant academic data.

* Gather data on the demographics and socio-economic background of the participants to

identify potential influencing factors.
* Qualitative Approach: This component of the study utilizes qualitative data to:

* Explore the lived experiences and perspectives of IT students regarding the challenges
they face due to limited English proficiency.

* Understand the impact of these challenges on their academic and personal lives.

* Gather in-depth insights into their perceptions of available language support programs
and their suggestions for improvement.

3.2 Participants

The participants in this study will be undergraduate IT students enrolled in accredited

universities in the Philippines. The specific selection criteria will include:

* Enrollment in an undergraduate IT program: Students enrolled in any IT-related degree

program (e.g., Computer Science, Information Technology, Software Engineering) will be
included.

* Years of study: The study will include students from different year levels (e.g., freshmen,
sophomores, juniors, seniors) to capture the evolving challenges and experiences of IT
students throughout their academic journey.

3.3 Data Collection Methods

* Quantitative Data:

* Standardized English Language Tests: Standardized tests such as the Test of English as a
Foreign Language (TOEFL) or the International English Language Testing System (IELTS)
will be administered to assess participants' English proficiency levels. Alternatively,
validated surveys measuring different aspects of English language proficiency (reading,
writing, listening, speaking) will be utilized.

* Academic Records: Data on student academic performance, including grades in core IT

subjects, project scores, and attendance records, will be collected from university records.

* Demographic and Socio-economic Data: A questionnaire will be administered to collect

data on participants' demographics (age, gender, year level) and socio-economic
background (parental education, family income).

* Qualitative Data:

* In-depth Interviews: Semi-structured interviews will be conducted with a selected

sample of IT students to explore their experiences, challenges, and perspectives in greater
depth.
 * Focus Group Discussions: Focus group discussions will be conducted with small groups
of IT students to facilitate open-ended discussions and explore shared experiences and
perspectives.

* Document Analysis: Relevant documents, such as university syllabi, course outlines, and
student handbooks, will be analyzed to understand the current language support services
available to IT students.

3.4 Data Analysis Procedures

* Quantitative Data:

* Descriptive statistics will be used to summarize the data on student demographics,

English proficiency levels, and academic performance.

* Correlation and regression analyses will be conducted to examine the relationship

between English language proficiency and academic performance.

* Statistical significance will be determined using appropriate statistical tests.

* Qualitative Data:

* Thematic analysis will be used to identify, analyze, and interpret patterns and themes
within the qualitative data collected from interviews and focus group discussions.

* Data will be coded, categorized, and analyzed to identify key themes and subthemes
related to the challenges faced by IT students, their perspectives on language support, and
their suggestions for improvement.

3.5 Ethical Considerations

* Informed Consent: Participants will be provided with detailed information about the
study, including its purpose, procedures, and potential risks and benefits. Informed consent
will be obtained from all participants prior to their participation.

* Confidentiality and Anonymity: All participant data will be treated with the utmost
confidentiality. Participant names and other identifying information will be kept
confidential and will not be disclosed in any research publications or presentations.

* Data Security: Appropriate measures will be taken to ensure the security of all collected
data, including the use of secure data storage and access controls.

3.6 Limitations

This study may have the following limitations:

* Sampling bias: The findings may not be generalizable to all IT students in the Philippines
due to potential sampling biases.
* Social desirability bias: Participants may provide socially desirable responses in surveys
and interviews, potentially affecting the accuracy of the data.

* Researcher bias: The researcher's own biases and perspectives may inadvertently
influence the data collection and analysis process.

Note: This is a general framework for Chapter 3. You will need to:

* Refine the specific methods and procedures based on your research questions and
available resources.

* Provide detailed information on the instruments used for data collection (e.g., specific
questionnaires, interview protocols).

* Clearly describe the sampling strategy and how participants will be recruited.

* Address potential ethical considerations in greater detail.

Reference

* https://www.manyagroup.com/blog/all-you-need-to-know-about-admissions-into-top-
universities-in-usa/