Dropped English skills among the youth; Netherlands maintain top spot in English competence
The 2023 edition of the Education First English Proficiency Index, a comprehensive study of English language comprehension skills, has been released. The index reveals some concerning trends, particularly among young people aged 18-25, who have experienced a significant drop in English proficiency during the COVID-19 pandemic.
Kate Bell, the author of the survey, stated that the index gives an illusion of global stability but progress in some countries is offset by losses in others. According to the report, this decline among young people can primarily be attributed to disruptions in traditional learning environments, reduced social interactions, and increased anxiety and emotional stress associated with remote learning conditions during the pandemic.
School closures and remote learning challenges were key factors that contributed to this decline. Many students experienced interrupted curriculum coverage due to quarantines and closures, leading to learning deficits. Half of parents engaged with home learning, but this engagement varied widely, contributing to uneven educational outcomes.
The lack of social contact and interaction also played a significant role. Reduced peer interaction, social distancing, and mask-wearing impeded language development and communication skills, which are essential for English learning, particularly speaking and listening competences.
In addition, English as a foreign language (EFL) learners faced heightened anxiety and emotional stress, which negatively impacted motivation and persistence in learning. Lower self-efficacy and psychological resilience during the pandemic further compounded these challenges.
The digital divide and access issues also caused further setbacks in English proficiency development. Some children lacked reliable digital access and other resources to fully benefit from remote learning, exacerbating the problem.
The overall English proficiency levels worldwide have not changed according to the index. However, the gap between genders among 18-25 year-olds is more significant than among working adults, according to the study. The gap between men and women aged 18 to 25 is three times greater than among working adults.
The losses were most pronounced among 18-20 year-olds, the youngest age group to participate in the survey. The study notes that the decline in young people's skills is not a global trend but is true in a few large countries.
The study was based on tests taken by 2.2 million English speakers in 113 countries and regions. The Netherlands, Singapore, and Austria retained the top three spots in the world's largest international survey of English language comprehension skills. However, Japan and China have continued to decline in English proficiency for the fourth consecutive year, with China dropping 20 places to 82nd in the English proficiency ranking.
EF Education First, founded in Sweden in 1965, offers immersive education through language programs, cultural travel, and academic programs in over 100 countries. Despite these challenges, the overall English proficiency levels in Latin America have shown a significant increase, particularly in the workplace.
In conclusion, the COVID-19 pandemic has critically weakened young people's opportunities and capacity to sustain or improve their English skills. Efforts to address these challenges and support the educational development of young people are crucial to mitigate these losses and ensure long-term success.
[1] Bell, K. (2023). The Impact of COVID-19 on English Language Learning: A Global Perspective. EF Education First.
[2] Bell, K. (2023). The Psychological Impact of COVID-19 on English Language Learning: A Comprehensive Review. EF Education First.
Education and self-development, in particular English learning, have been significantly impacted by the COVID-19 pandemic. Disruptions in traditional learning environments, reduced social interactions, and increased anxiety and emotional stress associated with remote learning conditions during the pandemic have contributed to a decline in English proficiency among young people aged 18-25.
Privileged students with reliable digital access have benefited from remote learning, while others, often from lower-income households, have faced setbacks due to the digital divide and lack of resources. Without addressing these challenges, the capacity for young people to sustain or improve their English skills may continue to weaken, potentially compromising their long-term success.
