A survey conducted by Trinity College London, an international English language exam board, revealed that 71 percent of international students studying English seek clarification from their instructors about slang terms encountered on social media, television, or other platforms.
Seven in 10 foreign students engaged in English studies are actively seeking guidance from their instructors regarding contemporary slang and colloquial expressions, according to a recent survey conducted by Trinity College London, a prominent international English language examination board.
This includes terms such as “beef” and “fam,” commonly encountered on various platforms such as social media and television.
The incorporation of contemporary jargon, such as “salty” and “drip,” into language education extends beyond foreign students. Educators themselves are also grappling with the need to familiarize themselves with these modern expressions.
Trinity conducted a survey of 505 educators instructing English as a Foreign Language to individuals in the Generation Z age group, spanning from 12 to mid-20s.
The learners frequently seek clarification on expressions such as “beef” (indicating an argument), “NPC” (referring to a non-player character, a boring person), and “pop-off” (to go crazy). Additional terms on the list include “rizz” (skilled at chatting-up or flirting), recently recognized as the Word of the Year by Oxford University Press.
Knowledge of slang words
The survey uncovered 80 percent of foreign students come equipped with knowledge of Multicultural English slang terms acquired from social media platforms such as TikTok and Instagram. However, they may not always comprehend the meanings of these expressions.
The global accessibility of gritty British TV series like “Top Boy” through platforms such as Netflix and other streaming services is extending their reach to an international audience. This exposure is also impacting the English language picked up by younger foreign students upon their arrival in the UK.
Yet, the acquisition of the English language among these students is not limited to British shows. Internationally broadcast U.S. series like “Friends,” “Grey’s Anatomy,” and “Stranger Things” also play a significant role.
Notably, 45 percent of these students speak English with what is termed a GenAm (General American) accent.
Incorporating MCE into lessons
Consequently, over two-thirds of EFL teachers (67 percent) are now incorporating Multicultural English into their lessons, encompassing terms like “bruv” for a close friend or “bare” to denote a significant quantity.
Additionally, these educators recommend typically British series such as “Bridgerton,” “Sherlock,” and “Downton Abbey.”
Changing dynamics
Dr. Ben Beaumont, who leads English language teacher education at Trinity, noted that the results underscore the changing dynamics of language in an interconnected world and the expanding influence of social media and popular culture on language acquisition within Generation Z.
The surge in streaming TV services and the widespread appeal of specific shows have transformed language learning into a vibrant, multimedia experience for Generation Z, according to Beaumont.
As contemporary vocabulary finds its way into classrooms, outdated expressions like “broken record” and “dialing a number” prove perplexing to the younger generation. Idioms such as “neck of the woods” and “best thing since sliced bread” also present challenges for understanding.
“Our study highlights the nature of language learning in today’s interconnected world, where social media and popular culture play pivotal roles,” said Beaumont.
Trinity College London commissioned the research during the development of its Skill Up learning app, designed to assist foreign students in learning English.
English language learning market projection
The global market for English language learning is projected to increase from $11.35 billion in 2021 to $35.78 billion by 2030, with a compound annual growth rate of 13.6 percent. This growth will be fueled by an increased use of smartphones, smart devices, and internet users.
The market is expected to grow due to increased government investment in digital educational materials and the development of online learning.
In addition to the growth of technology-enabled learning platforms, the English language learning market is benefiting from expanding globalization and demand for English proficiency in international academic and corporate settings. This encompasses a wide range of instructional materials, equipment, and services designed to help people improve their English fluency. The end-user category includes corporate learners, individual users, educational institutions, and governmental entities.
AI in English language learning
The integration of artificial intelligence presents both transformative opportunities and significant challenges. The report “Artificial Intelligence and English Language Teaching: Preparing for the Future” offers a comprehensive analysis of this intersection. Authored by Dr. Adam Edmett, Neenaz Ichaporia, Dr. Helen Crompton, and Ross Crichton, the report brings together a systematic literature review, a global survey of English language teachers, and interviews with field experts to understand the multifaceted role of AI in English language teaching.
The literature review in the report examines how AI has been employed to enhance language skills, namely speaking, writing, reading, and self-regulation. It sheds light on the benefits and limitations of AI in these areas, also noting the scarcity of research focused on AI’s application in adult ELT, especially outside formal education settings. The global survey provides a rich understanding of English language teachers’ experiences and attitudes towards AI. This survey reveals a spectrum of opinions, from enthusiastic support for AI’s efficacy in language learning to skepticism about its impact and potential drawbacks.
