Thoriq Aulia, Girindra Putri Dewi Saraswati

The influence of English-speaking environment on young learners: The rationale

Introduction

The influence of english-speaking environment on young learners: the rationale. Understand how English-speaking environments foster young learners' oral language, confidence, and motivation. This study offers educational implications for effective bilingual language acquisition.

Abstract

The significance of English-speaking settings in aiding young learners oral language growth has received worldwide recognition, particularly in bilingual education situations. Even with the increasing interest, there is still a shortage of thorough research that combines theoretical frameworks and up-to-date empirical studies on the subject, especially within the Indonesian context. This research intends to examine the impact of English-speaking settings on the speaking skills of young learners using a library research method. In accordance with Creswell’s (2014) principles for qualitative research, this study methodically examines and integrates academic literature, emphasizing peer-reviewed publications from 2020 to 2025. The results highlight five main areas influenced by English-speaking settings: heightened motivation and confidence, decreased speaking anxiety, enhancement of social interactions, advancement in language skills (pronunciation, fluency, grammar), and the use of relevant, context-oriented learning techniques. These findings are consistent with Krashen’s Input and Affective Filter Hypotheses, Vygotsky’s Sociocultural Theory, and Long’s Interaction Hypothesis. The research finds that engaging and nurturing English-speaking settings are crucial for promoting successful language growth in early childhood. It also emphasizes educational implications, including the necessity for emotionally supportive learning environments, collaborative learning among peers, and contextually relevant teaching. This study establishes a theoretical basis for educators and policymakers to create improved bilingual education programs and suggests guidance for upcoming empirical investigations.

Review

This paper, titled 'The influence of English-speaking environment on young learners: The rationale,' addresses a critical area in bilingual education by exploring the impact of English-speaking settings on young learners' oral language development. The abstract effectively identifies a research gap, highlighting the recognized need for comprehensive research that integrates theoretical frameworks with recent empirical studies, particularly within the Indonesian context. Employing a library research method consistent with Creswell’s qualitative principles, the study systematically synthesizes academic literature published between 2020 and 2025 to build this understanding. A significant strength of this research lies in its meticulous synthesis of contemporary literature, which culminates in identifying five key areas influenced by English-speaking environments: increased motivation and confidence, reduced speaking anxiety, enhanced social interactions, improved language skills across pronunciation, fluency, and grammar, and the application of relevant, context-oriented learning techniques. The robust theoretical underpinning, referencing Krashen’s Input and Affective Filter Hypotheses, Vygotsky’s Sociocultural Theory, and Long’s Interaction Hypothesis, provides a strong conceptual framework for these findings. This theoretical integration ensures that the identified influences are not merely observed but are also explained within established linguistic and educational theories. While the study expertly establishes a theoretical basis and synthesizes recent findings, its reliance on a library research method means it serves as an excellent foundational 'rationale' but does not present new empirical data itself. This makes its call for more thorough research, especially within the Indonesian context, even more poignant, with this paper acting as a critical precursor. The articulated educational implications, such as the necessity for emotionally supportive learning environments, collaborative learning, and contextually relevant teaching, offer practical guidance for educators and policymakers. Ultimately, this work provides a valuable theoretical blueprint for developing improved bilingual education programs and explicitly paves the way for future empirical investigations, thereby effectively addressing its stated purpose as a rationale for deeper exploration.

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