Postsecondary education: A causal-comparative research in the acquisition of English language proficiency for English as a second language (ESL) learners

The purpose of this study was to explore the effects of prior postsecondary education on English as a second language (ESL) learners acquiring English language proficiency in reading on a standardized national reporting scale. In the United States, ESL population increases every year. These ESL speakers are driven to learn English so they can communicate daily with native English speakers in the workplace or for pleasure. However, there are factors such as level of educational attainment, and exposure to the English language and English speaking people that play important roles in language acquisition and proficiency. This study focused on the effectiveness of mitigating factors on language acquisition and ways to enhance the effectiveness of current instructional methods to assist ESL learners to acquire proficiency in English. This dissertation met the research aims through an extensive study of relevant literature and the implementation of practical research. The practical research was carried out through a causal-comparative study using ESL learners' test scores and questionnaires from a Florida community college. This research produced a number of key findings: pretest and posttest scores confirmed that prior postsecondary education and employment status do not have any significant effect on this group of ESL learners acquiring language proficiency, but English reading skills and English communication skills have a significant effect on language acquisition. The main conclusion drawn from this research was that advanced knowledge of education is less effective than having English reading skills and English communication skills in acquiring English language proficiency. This research argues for innovative ideas to assist learners in acquiring English language proficiency. These ideas must take into account individualized plans based on the learners' English skill level, curricula that are sensitive to the learners' culture, and a holistic approach to English language program planning and implementation.