ISSN: 2222-6990
Open access
The number of Science, Technology, Engineering, Mathematics (STEM) graduates has been increasing for years, yet the employment rate is still at a worrying level. The main reason for the unemployment rate among the graduates is a lack of English communication proficiency. Therefore, this paper discusses how far English language proficiency is essential for STEM learning and how to scaffold the learners’ English competency in STEM. Document analysis was conducted to identify themes related to the aim. Based on the findings, vocabulary is an essential component for language learners. Some ways to scaffold English proficiency and competency in STEM are through relational thinking and straightforward methods, which are discussed in detail in this paper. This paper contributed to the field of STEM and ESL as an added value, whereby interdisciplinary research is possible. This paper enlightens the possibility of English for STEM as an important subject that could help graduates' future employability. Future research can look into creating modules integrating English with STEM as the first step in bridging the gap between the two disciplines. Researchers in both fields can look into the unexplored issues of STEM learners in preparing them for the future world.
Adegboye, A. O. (1993). Proficiency in English language as a factor contributing to competency in Mathematics. Education Today, 6(2), 9-13.
Aina, J. K., Ogundele, A. G., & Olanipekun, S. S. (2013). Students’ proficiency in English language relationship with academic performance in science and technical education. American Journal of Educational Research, 1(9), 355-358.
Bay-Williams, J. M., & Livers, S. (2009). Supporting Math Vocabulary Acquisition. Teaching
Children Mathematics, 16(4): 238-245.
Bicer, A., Boedeker, P., Capraro, R. M., Mary, M., The, M. M., Bicer, A., Capraro, M. M. (2015). The Effects of STEM PBL on Students’ Mathematical and Scientific Vocabulary Knowledge. International Journal of Contemporary Educational Research, 2(2), 69–75.
Cohen, M. T. (2012). Strengthening science vocabulary through the use of imagery
interventions with college students. Creative Education, 3(7), 1251-1258.
Crowther, D. T., Tibbs, E., Wallstrum, R., Storke, E. & Leonis, B. 2011.
Academic Vocabulary Instruction within Inquiry Science: The Blended/Tiered Approach. AccELLerate! The quarterly review of the National Clearinghouse for English Language Acquisition, 3(4),17-19.
English, L. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(1), 5–24.
Hatisaru, V., Beswick, K., & Fraser, S. (2019). STEM Learning Environments: Perceptions of STEM Education Researchers. In Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia (pp. 340–347). Perth: MERGA.
Hirsch, B. J. (2017). Wanted?: Soft skills for today ’ s jobs. Phi Kappan, 98(5), 12–17. Retrieved from https://doi.org/10.1177/0031721717690359
Hoffman, L., & Zollman, A. (2016). What STEM Teachers Need to Know and Do for English Language Learners (ELLs): Using Literacy to Learn. Journal of STEM Teacher Education, 51(1), 83–94. https://doi.org/10.30707/jste51.1hoffman
Husin, W. N. F. W., Arsad, N. M., Othman, O., Halim, L., Rasul, M. S., Osman, K., & Iksan, Z. (2016). Fostering Students’ 21st Century Skills through Project Oriented Problem Based Learning (POPBL) in Integrated STEM Education Program. Asia-Pacific Forum on Science Learning and Teaching, 17(1).
Jiea, P. Y., Hussin, H., & Chuan, T. C. (2019). Robotics Competition-Based Learning for 21St Century Stem Education. Journal of Human Capital Development, 12(1), 83–100.
Lee, O., & Stephens, A. (2020). English Learners in STEM Subjects: Contemporary Views on STEM Subjects and Language With English Learners. Educational Researcher, 20(10), 1–7. https://doi.org/10.3102/0013189X20923708
Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019a). Design and Design Thinking in STEM Education. Journal for STEM Education Research, 2(2), 93–104. https://doi.org/10.1007/s41979-019-00020-z
Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019b). On Thinking and STEM Education. Journal for STEM Education Research, 2(1), 1–13. https://doi.org/10.1007/s41979-019-00014-x
Malaysian Education Blueprint. (2015). Executive Summary Malaysia Education 2015-2025 (Higher Education). https://doi.org/10.5923/j.ijis.20120206.05
Miller, G. A., & Gildea, P. M. (1987). How children learn words. Scientific American, 257(3),
94-99.
Mofareh, A. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34. Available at:
https://doi.org/10.20472/TE.2015.3.3.002
Monroe, E. E., & Orme, M. P. (2002). Developing mathematical vocabulary. Preventing
School failure: Alternative education for children and youth, 46(3): 139-142.
Mustafa, N., Nordin, N., & Embi, M. A. (2017). A Need Analysis for a Communicative English Mobile Learning Module for Healthcare Professionals. International Journal on E-Learning and Higher Education, 6, 13–24.
Rafiq, K. R. M., & Hashim, H. (2018). Augmented Reality Game (ARG), 21st century skills and ESL classroom. Journal of Educational and Learning Studies, 1(1), 29–34. https://doi.org/10.32698/0232
Rafiq, K. R. M., Hashim, H., Yunus, M. M., & Norman, H. (2020). iSPEAK: Using mobile-based online learning course to learn “english for the workplace.” International Journal of Interactive Mobile Technologies, 14(8), 19–31.
https://doi.org/10.3991/IJIM.V14I08.13185
Rafiq, K. R. M., Hashim, H., Yunus, M. M., & Pazilah, F. N. (2019). Developing a MOOC for Communicative English: A Battle of Instructional Designs. International Journal of Innovation, Creativity and Change, 7(7), 29–39.
Rajprasit, K., Pratoomrat, P., & Wang, T. (2015). Perceptions and problems of english language and communication abilities: A final check on Thai engineering undergraduates. English Language Teaching, 8(3), 111–120. https://doi.org/10.5539/elt.v8n3p111
Schmitt, N., & McCarthy, M. (1997). Vocabulary learning strategies. In Vocabulary:
Description, acquisition and pedagogy. Cambridge: Cambridge University Press.
Vacca, R. T., & Vacca, J. A. (1999). Content area reading. New York: Addison Wesley.
Weng, P. L. P., Yunus, M. M., & Embi, M. A. (2016). Successful Language Learning Strategies Used By Successful Year 5 English As a Second Language (Esl) Learners. Proceedings of the ICECRS, 1(1), 539–548. https://doi.org/10.21070/picecrs.v1i1.523
Willis, J. (2011). Writing Sprouts Conceptual Brain Networks from the STEM of Math and Science. Available at:
https://www.edutopia.org/blog/writing-executive-function-brain-research-judy-willis [14 June 2020]
Young, J., Young, J., Cason, M., Ortiz, N., Foster, M., & Hamilton, C. (2018). Concept raps versus concept maps: A culturally responsive approach to STEM vocabulary development. Education Sciences, 8(3), 1–10. https://doi.org/10.3390/educsci8030108
In-Text Citation: (Chandran et al., 2022)
To Cite this Article: Chandran, G A/P., Rengasamy, A/P Y. G. H. H., Yunus, M. M., & Rafiq, K. R. M. (2022), Reviewing ESL Roles in STEM Education: Scaffolding STEM Learners’ English Language Competency. International Journal of Academic Research in Business and Social Sciences. 12(6), 86 – 101.
Copyright: © 2022 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode