Beyond Language Barriers: Rethinking English Proficiency Requirements for Nigerian Graduates
https://doi.org/10.24833/2687-0126-2024-6-4-86-102
Abstract
The debate surrounding whether Nigerians should be exempted from international English proficiency tests to study in English-speaking countries in the West has gained significant media attention. It is argued that English is already the official language, widely used in Nigeria for government, media, and education, making it the everyday language for many Nigerians. Consequently, they find it offensive and demeaning to mandate English proficiency tests, particularly for graduate students seeking to study abroad. As part of an academic inquiry into the issue, this paper aims to investigate the perceptions of Nigerian graduates regarding international English proficiency tests. This study offers insights into Nigerian graduates’ views, potentially informing educational policy and addressing fairness in international language testing requirements for English-speaking nations. The authors obtained responses through a six-question structured questionnaire and evaluated the perception of Nigerian graduates concerning these tests. Using a quantitative approach, the participants’ responses were analyzed and triangulated by situating them in real-life contexts. The findings indicate that a majority of Nigerian graduates believe Nigerians should be exempted from these proficiency tests due to the prevalence and familiarity of the English language in Nigeria compared to indigenous languages. However, an average of 11% of respondents believe that Nigerians should not be exempted from taking standardised English proficiency tests. This is significantly lower than 89% of respondents who believe that Nigerians should be exempted from these tests. This suggests a reconsideration of English proficiency tests for Nigerians, potentially influencing policy changes in language testing and supporting equitable access to international education. The findings also have broader implications for international educational policies and the recognition of linguistic diversity in a global academic environment.
Supporting agencies: The authors thank the handling editor for their professionalism. We thank the anonymous reviewers for their suggestions, which improved the quality of this paper. We also thank the participants for their honest submissions, which made this paper possible.
About the Authors
A. D. Amodu
Federal University Oye-Ekiti
Nigeria
Nigeria
Abideen David Amodu - holds a degree in English and Literary Studies from Federal University Oye-Ekiti.
Ekiti State
K. O. Ikeokwu
Federal University Oye-Ekiti
Nigeria
Nigeria
Kingsley Okwuruoha Ikeokwu - MA student in the Department of English and Literary Studies, Federal University Oye-Ekiti.
Ekiti State
A. C. Amaechi
Federal University Oye-Ekiti
Nigeria
Nigeria
Adaku C. Amaechi - lecturer in the Department of English and Literary Studies, Federal University Oye-Ekiti.
Ekiti State
References
1. Adebajo, K. (2020, February 7). IELTS: Nigerians are questioning why they have to prove they can speak English – every two years. ICIR Nigeria. https://www.icirnigeria.org/ielts-nigerians-questions-why-they-have-to-prove-they-can-speak-english-%E3%85%A1-every-two-years/
2. Adegbite, W. (2003). Enlightenment and attitudes of the Nigerian elite on the roles of languages in Nigeria. Language Culture and Curriculum,16(2), 185-196. doi:10.1080/07908310308666667
3. Adegbite, W., & Akindele, F. (1993). The sociology and politics of English Language in Nigeria: An introduction. Ife: Obafemi Awolowo University press.
4. Adeniyi, F.O. (2017). An analysis of English pronunciation errors among senior secondary school students in Kwara State Nigeria. Asia Pacific Journal of Academic Research in Social Sciences, 2, 22-29.
5. Adeyanju, D. (2009). The English language in the outer circle. In D. Adeyanju (Ed.), The Sociolinguistics of English and Nigerian Languages (pp. 1-13). Muenchen: LINCOM.
6. Adeyanju, C. T., & Olatunji, O. A. (2022). Migration of Nigerians to Canada for higher education: Student visa as a pathway to permanent residence. Journal of International Migration and Integration, 23(1), 105-124.
7. Adi, H. (1998) West Africans in Britain 1900–1960: nationalism, Pan-Africanism and communism. London: Lawrence and Wishart.
8. Aduwa-Ogiegbaen, S.E., & Iyamu, E.O.S. (2006). Factors affecting quality of English language teaching and learning in secondary schools in Nigeria. College Student Journal, 40(3), 495-504.
9. Ahz Associates. (2021). How to avoid UK student visa refusal? Ahzassociates.com. https://www.ahzassociates.com/blogs/how-to-avoid-uk-student-visa-refusal
10. Amaechi, A. (2019). Indigenous language implementation and nation building: the Nigerian experience. Creative Artist: A Journal of Theatre and Media Studies, 7(2), 43–68. https://www.ajol.info/index.php/cajtms/article/view/117029
11. Arik, B.T., & Arik, E. (2014). The role and status of English in Turkish higher education: English is the language of instruction in around 20% of the programs in Turkish universities. English Today, 30(4), 5–10. https://doi.org/10.1017/s0266078414000339
12. Asikhia, O. A. (2010). Students and teachers’ perception of the causes of poor academic performance in Ogun State secondary schools [Nigeria]: Implications for counselling for national development. European Journal of Social Sciences, 13(2), 229-242.
13. Babatunde, S.T. (2002) The State of English language in Nigeria. In: Lawal, A., Isingo-Abanihe, I. and Ohia, I.N., Eds., Perspectives on Applied Linguistics in Language and Literature, Horden Publishers (Nig.) Ltd., Ibadan.
14. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
15. Banjo, A. (1970). A historical view of the English language in Nigeria. Ibadan, 28, 63-68.
16. Bassey, B. A., Ubi, I., Anagbogu, E. G., & Owan, V. J. (2022). Permutation of the UTME multiple-choice test items on performance in Use of English and Mathematics among prospective higher education students. The Journal of Social Sciences Research, 6(4), 483-493.
17. Bolton, P., Lewis, J., & Gower, M. (2023). International students in UK higher education. House of Commons Library. https://commonslibrary.parliament.uk/research-briefings/cbp-7976/
18. British Council. (2022). 2020–21 Annual Report and Accounts. https://www.britishcouncil.org/sites/default/files/annualreport_2020-21.pdf
19. Carpa Education. (2017). Nigeria is the top African Exporter of students. Carpaeducation.com. http://carpaeducation.com/nigeria-is-the-top-african-exporter-of-students/
20. Ciesielkiewicz, M., & Márquez, E. (2015). Error Analysis and its relevance to teaching ESL Composition. International Journal of Linguistics, 7(5), 119-138. doi:10.5296/ijl.v7i5.8076
21. Corder, S.P. (1967). The significance of learner’s errors. International Review of Applied Linguistics in Language Teaching, 5, 161-170. http://dx.doi.org/10.1515/iral.1967.5.1-4.161
22. Cunningham, U. (2012). Using Nigerian English in an International Academic Setting. Research in Language, 10(2), 143–158. https://doi.org/10.2478/v10015-011-0036-7
23. Danesh, J., & Shahnaazari, M. (2020). A structural relationship model for resilience, L2 learning motivation, and L2 proficiency at different proficiency levels. Learning and Motivation, 72(101636), 1–16. https://doi.org/10.1016/j.lmot.2020.101636
24. Danladi, S.S. (2014). Language Policy: Nigeria and the role of English language in the 21st Century. European Scientific Journal, 9(17), 1-21.
25. Dewaele, J.-M., & Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1(1), 12–22. https://doi.org/10.22599/jesla.6
26. Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C.J. Doughty, & M.H. Long (Eds.), The handbook of second language acquisition, (pp. 589-630). Oxford: Blackwell Publishing Ltd. https://doi.org/10.1002/9780470756492.ch18
27. Josiah, U., Bodunde, H., & Robert, E. (2012). Patterns of English pronunciation among Nigerian university undergraduates: Challenges and prospects. International Journal of Business, Humanities and Technology, 2(6), 109-117.
28. Fakeye, D. O., & Ogunsiji, Y. (2009). English language proficiency as a predictor of academic achievement among EFL students in Nigeria. European Journal of Scientific Research, 37(3), 490-495.
29. Fakeye, D.O. (2010). Students’ personal variables as correlates of academic achievement in English as a second language in Nigeria. Journal of Social Sciences, 22(3), 205-211. https://doi.org/10.1080/09718923.2010.11892803
30. Fatiloro, O.F. (2015). Tackling the challenges of teaching English Language as Second Language (ESL) In Nigeria. IOSR Journal of Research & Method in Education 5(2), 26-30.
31. Genç, G., Kuluşaklı, E., & Aydın, S. (2016). Exploring EFL learners’ perceived self-efficacy and beliefs on English language learning. Australian Journal of Teacher Education (Online), 41(2), 53-68. https://doi.org/10.14221/ajte.2016v41n2.4
32. Getie, A.S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1), 1–37. https://doi.org/10.1080/2331186x.2020.1738184
33. Graham, S. (2022). Self-efficacy and language learning–what it is and what it isn’t. The Language Learning Journal, 50(2), 186-207.
34. Gürler, I. (2015). Correlation between self-confidence and speaking skill of English language teaching and English language and literature preparatory students. Current Research in Social Sciences, 1(2), 14-19.
35. Harmer, J. (2003). The practice of English Language Teaching (Third Ed.). New York: Longman.
36. Hodgkinson, D., & Melchiorre, L. (2019). Introduction: student activism in an era of decolonization. Africa, 89(S1), S1-S14. doi:10.1017/S0001972018000888
37. Hughes, R. (2008). Internationalisation of higher education and language policy: Questions of quality and equity. Higher Education Management and Policy, 20(1), 1-18. https://doi.org/10.1787/hemp-v20-art6-en
38. Jenkins, J. (2013). English as a lingua franca in the international university: The politics of academic English language policy. Routledge.
39. Jolayemi, D. (2014). Shifting grounds to widen horizon: implications for 21st century researchers and teachers of English. English Language Teaching Today, 10(2), 179-193. National Association of Teachers and Researchers of English as a Second Language (NATRESL).
40. Lin, Y.-T. (2018). Taiwanese EFL learners’ willingness to communicate in English in the classroom: Impacts of personality, affect, motivation, and communication confidence. The Asia-Pacific Education Researcher, 28(2), 101–113. https://doi.org/10.1007/s40299-018-0417-y
41. MacIntyre, P.D., Clément, R., Dörnyei, Z., & Noels, K.A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82(4), 545-562. doi:10.1111/j.1540-4781.1998.tb05543.x
42. Muhammad, H.A., Ya’u, S., Aliyu, U.I., & Hassan, M.A. (2018). Teaching and learning English Language in Nigerian schools: Importance and challenges. Teacher Education and Curriculum Studies, 3(1), 10-13. https://doi.org/10.11648/j.tecs.20180301.13
43. Nasirudeen, A. M. A., & Xiao, S. (2020). English language skills and academic performance: A comparison between Asian international and domestic nursing students in Singapore. International Journal of Nursing, 7(1), 30-38. doi:10.15640/ijn.v7n1a4
44. Nelson, C. L. (2012). Intelligibility in world Englishes: Theory and application. Routledge.
45. Neumann, H., Padden, N., & McDonough, K. (2018). Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study. Higher Education Research & Development, 38(2), 324–338. https://doi.org/10.1080/07294360.2018.1522621
46. Njoku, J.C. (2017). English language, the Nigerian education system and human development. UJAH UNIZIK Journal of Arts and Humanities, 18(2), 211-226. doi:10.4314/ujah.v18i2.12
47. Ofo, N. (2011). Amending the Constitution of the Federal Republic of Nigeria 1999. African Journal of Legal Studies, 4(2), 123-148. doi:10.2139/ssrn.1649703
48. Ogunsanya, A. (2009). The emergence of English as first language. In D. Adeyanju (Ed.), The Sociolinguistics of English and Nigerian Languages (pp. 129-156). Muenchen: LINCOM.
49. Olujobi, B. (2024, March 1). Nigerians to pay ₦285,000 for IELTS exams starting March 1st. Businessday NG. https://businessday.ng/news/article/nigerians-to-pay-%E2%82%A6285000-for-ielts-exams-starting-march-1st/
50. Pinon, R., & Haydon, J. (2010). English language quantitative indicators: Cameroon, Nigeria, Rwanda, Bangladesh and Pakistan. A custom report compiled by Euromonitor International for the British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/Euromonitor%20Report%20A4.pdf.
51. Ploner, J., & Nada, C. (2020). International student migration and the postcolonial heritage of European higher education: Perspectives from Portugal and the UK. Higher Education, 80(2), 373-389. https://doi.org/10.1007/s10734-019-00485-2
52. Saarinen, T., & Nikula, T. (2013). Implicit policy, invisible language: Policies and practices of international degree programmes in Finnish higher education. In A. Doiz, D. Lasagabaster & J. Sierra (Ed.), English-Medium Instruction at Universities: Global Challenges (pp. 131-150). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781847698162-011
53. Sambajee, P. (2016). The dynamics of language and ethnicity in Mauritius. International JournalofCrossCulturalManagement,16(2),215-229.https://doi.org/10.1177/1470595816660123
54. Shyamlee, S.D., & Phil, M. (2012). Use of technology in English language teaching and learning: An analysis. International Conference on Language, Medias and Culture, 33(1), 150-156.
55. Simmons, A. (2010). Immigration and Canada: Global and transnational perspectives. Toronto: Canadian Scholars’ Press Inc.
56. Tunde-Awe, B. M. (2014). Nativization of English language in a multilingual setting: The example of Nigeria. Academic Journal of Interdisciplinary Studies, 3(6), 485–492. https://doi.org/10.5901/ajis.2014.v3n6p485
57. Udofia, N., (2021). The new educational curriculum in Nigeria. Journal of Interdisciplinary Studies in Education, 10(1), 1-12.
58. Udofot, I. (2010). The English language and politics in Nigeria. Journal of the Nigeria English Studies Association, 13(1), 5-12.
59. Ukpong, J.S., Alabekee, C., & Ugwumba, E. (2023). The Challenges and Prospects in the Implementation of the National Education System: The Case of 9-3-4. The Pacific Journal of Science and Technology, 24(1), 88-96.
60. Vásquez, L., & Alberto, D. (2008). Error analysis in a written composition. Profile Issues in Teachers’Professional Development, 10, 135-146.
61. Wang, Q. (2007). The national curriculum changes and their effects on English language teaching in the People’s Republic of China. In J. Cummins & C. Davison, C. (Eds.), International Handbook of English Language Teaching (pp.87-105). Springer International Handbooks of Education, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-46301-8_8
62. Wong, Y. K. (2020). Effects of language proficiency on L2 motivational selves: A study of young Chinese language learners. System, 88(102181), 1–13. https://doi.org/10.1016/j.system.2019.102181.
63. World Bank. Nigeria Literacy Rate 1991-2022. Macrotrends. https://rb.gy/iqycny.
64. Yusuf, H. O. (2012). Language as a tool for national integration: the case of English language in Nigeria. International Journal of Applied Linguistics and English Literature, 1(5), 194-201. doi:10.7575/ijalel.v.1n.5p.194
Review
For citations:
Amodu A.D., Ikeokwu K.O., Amaechi A.C. Beyond Language Barriers: Rethinking English Proficiency Requirements for Nigerian Graduates. Professional Discourse & Communication. 2024;6(4):86-102. https://doi.org/10.24833/2687-0126-2024-6-4-86-102
Email this article 