Investigating the Role of English Proficiency in Accounting Students’ Career Readiness in the Global Economy
DOI:
https://doi.org/10.46918/seltics.v8i1.2690Keywords:
English Proficiency, Learning Motivation, Social Support, Professionalism, Learning StrategiesAbstract
This study investigates the contribution of English proficiency, learning motivation, and social support to the professionalism and learning strategies of accounting students in the global era. Employing a quantitative descriptive method with a survey design, data were collected from 90 students enrolled in the Accounting Study Programs at LPI College of Economics (STIE LPI) Makassar, YAPI College of Economics (STIE YAPI) Bone, and the Accounting Study Program at the AMKOP School of Economics in South Sulawesi. The research instrument consisted of a structured questionnaire analyzed using descriptive statistical techniques. The results revealed that the majority of students perceived English reading, writing, listening, and speaking skills as essential to their future careers. In particular, 72% highlighted the importance of English reading for accessing international accounting standards, while 68% emphasized writing for professional communication. Grammar mastery was also recognized as a foundational skill by 60% of respondents. Furthermore, 75% agreed that English fluency increases employability, and 67% supported the integration of English into the accounting curriculum. Institutional support was deemed adequate by 62% of participants, though there were noted calls for improvement. These findings indicate that English proficiency, along with learning motivation and social support, is positively associated with students’ academic and professional readiness. Therefore, it is recommended that curriculum development includes English for Specific Purposes (ESP), supported by institutional programs to strengthen language acquisition. Universities are encouraged to provide ongoing English language training, motivation-enhancing activities, and platforms for social engagement to support the holistic development of accounting students in the global professional context.
References
Basa, J. R. (2023). The importance of English proficiency in accountancy. LiveXP Blog. https://livexp.com/blog/importance-of-english-proficiency-in-accountancy
Cahyani, H., & Subiantoro, A. (2021). The use of Likert scale in quantitative research: Application in language proficiency studies. Journal of Language Research, 13(2), 45–57.
Choy, H., & Derrick, D. J. (2019). Reading ability and success in accounting program. National Association of State Boards of Accountancy (NASBA). https://nasba.org/wp-content/uploads/2021/08/Choy-2018-19-Reading-ability-study-writeup.pdf
Fang, X., & Li, M. (2023). Enhancing EFL listening skills through multimedia-assisted instruction: A quasi-experimental study. Journal of Language Teaching and Research, 14(1), 45–56.
Govindasamy, T. (2024). Validity and reliability in language assessment instruments: Best practices in ESP contexts. Journal of Applied Linguistics, 29(1), 88–102.
Hasibuan, N., & Manurung, K. (2022). The role of English speaking competence in professional communication among accounting students. Journal of Language and Linguistic Studies, 18(3), 412–425. https://www.jlls.org/index.php/jlls/article/view/3997
Hidayati, D., Novianti, H., Khansa, M., Slamet, J., & Suryati, N. (2023). Effectiveness of project-based learning in ESP class: Viewed from Indonesian students' learning outcomes. International Journal of Information and Education Technology, 13(3), 1839–1844. https://doi.org/10.18178/ijiet.2023.13.3.1839
Kaloeti, D. V. (2024). Developing English for specific purposes (ESP) materials for accounting students: A needs analysis. Journal of Language Teaching and Research, 15(1), 45–52. https://doi.org/10.17507/jltr.1501.06
Liu, Y. (2019). Improving the writing self-efficacy of accounting students. Accounting Education Journal, 28(2), 1–20.
Naimabadi, S., Hosseini, M., & Rafiee, M. (2024). Assessing instrument reliability and validity in ESP research: A pilot study on accounting students. Language Testing in Asia, 14(2), 210–225.
Prasongko, A. Y., Santosa, H., & Ginting, R. A. (2025). Integrating English proficiency into accounting curriculum: A model for enhancing graduates’ employability. Asian ESP Journal, 21(2), 113–131.
Putri, A. R., & Sari, D. P. (2023). Enhancing English speaking skills through task-based learning in Indonesian higher education. Journal of English Language Teaching and Linguistics, 8(1), 101–115.
Rahmawati, I., & Suryani, A. W. (2021). An exploration of Indonesian accounting education practices. Journal of Accounting and Business Education, 6(1), 32–48. https://doi.org/10.26675/jabe.v6i1.19422
Rahman, F., & Wulandari, R. D. (2022). Sociolinguistic factors affecting English learning motivation among Indonesian students. Journal of Language and Linguistic Studies, 18(3), 987–1002. https://jlls.org/index.php/jlls/article/view/3773
Salmah, E., Nurdin, M., & Fitriani, D. (2021). Application of quantitative descriptive research in educational studies: Case on language learning motivation. International Journal of Educational Research, 15(4), 78–85. https://doi.org/10.1080/00131881.2021.1921136
Sari, F., & Atmanegara, Y. (2018). Developing ESP reading materials for accounting students. Advances in Language and Literary Studies, 9(6), 1–7. https://journals.aiac.org.au/index.php/alls/article/view/4793
Solihah, F. M., Kartika, Y., & Setiawan, B. (2023). English language needs of accounting students in vocational higher education: A task-based approach. Studies in English Language and Education (SiELE), 10(3), 523–538.
Stainbank, L. J. (2010). Students' perceptions of the usefulness of an accounting project in acquiring accounting knowledge and professional skills. South African Journal of Accounting Research, 24(1), 79–100. https://www.researchgate.net/publication/279219473_Students%27_perceptions_of_the_usefulness_of_an_accounting_project_in_acquiring_accounting_knowledge_and_professional_skills
Suhartina. (2018). The efficacy of pair interaction in teaching communicative English grammar. Journal of Language Teaching and Research, 9(1), 181–191.
Suhartina, R., & Zulkifli. (2025). The contribution of English proficiency, learning motivation, and social support to accounting students’ professionalism and learning strategies in the global era. Management, Innovation, and Culture Journal (MICJoR), 2(2), 122–136. https://doi.org/10.62567/micjo.v2i2.699
Sulaiman, A., Kamal, R., & Yusuf, N. (2021). Utilizing Likert scale questionnaires in measuring student perceptions: A methodological review. International Journal of Social Science Studies, 9(3), 99–108. https://doi.org/10.11114/ijsss.v9i3.5179
Suyadi, S. (2016). The integration of English for specific purposes into vocational education: A case study in Indonesia. Indonesian Journal of Applied Linguistics, 5(2), 234–243. https://doi.org/10.17509/ijal.v5i2.1344
Utami, H. N., & Cahyono, B. Y. (2023). Developing listening comprehension skills in EFL students: Challenges and strategies. Journal of English Education and Teaching, 7(1), 15–28. https://ejournal.unesa.ac.id/index.php/JEET/article/view/55422
Wahyuni, S., & Fitriani, S. S. (2023). Indonesian EFL students’ anxiety in speaking: Challenges and coping strategies. Studies in English Language and Education (SiELE), 10(1), 25–39. https://jurnal.usk.ac.id/SiELE/article/view/25491
Wong, D. S. N., & Chia, Y. M. (2014). English language proficiency and accounting education: Barriers and solutions. European Journal of Accounting, Auditing and Finance Research, 2(2), 1–10. https://www.eajournals.org/wp-content/uploads/English-Language-and-Accounting-Education.pdf
Yuniastari, R., & da Silva, L. F. (2025). Employer expectations and language needs of accounting graduates in ASEAN labor markets. TESOL International Journal, 20(1), 89–104.
Yuniastari, R., & da Silva, A. M. (2025). Designing an English for Accountant syllabus for Indonesian tertiary students. Cetta: Jurnal Ilmu Pendidikan, 8(2), 26–37. https://doi.org/10.37329/cetta.v8i2.3880
