A Comparative Study of English Language Teaching Approaches and Their Impact on Students’ Employability

Abstract

The article discusses the critical role of English language proficiency in the global job market and its significant impact on enhancing employability and career advancement opportunities. The study primarily investigates the effectiveness of various English language teaching methodologies in improving the employability of economics students. Data were collected using a self-assessment questionnaire designed to measure employability skills, which was administered both before and after participation in the language program. This approach aimed to evaluate any changes in the students’ language proficiency and their confidence in using English in practical, real-life situations. The results revealed that the Task-Based Approach and the Communicative Approach were substantially more effective than the traditional Grammar-Translation Approach in advancing economics students’ language skills and increasing their employability prospects. Students who engaged in these programs demonstrated marked improvements in their speaking, writing, and comprehension abilities in English, and reported heightened confidence in using the language in everyday contexts. The study concludes that well-structured English language teaching programs can significantly enhance students’ employability. Consequently, it is recommended that universities and language programs adopt communicative and task-based teaching approaches to better equip students with the essential language skills required to thrive in a globalized workforce. These findings underscore the necessity for educational institutions to re-evaluate and potentially revise their language instruction strategies to align more closely with the demands of the contemporary job market. Ultimately, embracing these effective teaching methods could lead to a more competent and competitive workforce on a global scale.