The Potential Role Of Communicative Language On The Alumni Competitive Advantage

Abstract

Academics can use research to examine their teaching practices and gain a deeper understanding of themselves, their teaching approach, the curriculum, and the classroom environment. This study investigates how language impacts teaching, learning, and classrooms. It discusses how language affects student learning and how alumni benefit from studying other languages and being bilingual or multilingual, as well as how nonverbal language abilities make alumni competitive and how they may send and receive nonverbal communications in a multicultural context. A mixed-methods strategy was employed for data collection. For the quantitative method, 123 student participants (64 females and 59 males) filled out an electronic questionnaire. Twelve lecturers in engineering, medicine, and management were selected for the qualitative phase. They were subsequently questioned about their experiences utilising English as the medium of instruction and communication in their respective classrooms, including instruction and programming. The results suggested that students acknowledged the vital influence of communication language on their learning environment as well as their future employment opportunities and multicultural intelligence. In addition, the results identified numerous benefits associated with the implementation of English-language instruction and programs, such as increasing the teaching staff's professionalism, expanding students' learning resources, boosting students' self-confidence and self-awareness, and assisting students in becoming competitive alumni. However, a number of obstacles, such as huge class sizes, individual variations, class design, and a lack of support from the teaching institution, were found to impair the lecturers' work.