Impact of Language on Independent Learning as a Whole

From the perceptions of students, the lack of adequate language skills impairs their ability to actively participate in the learning process. Such a hurdle originates from the hesitant nature of some students who are unwilling to communicate in English among their co-nationals; a conception which is consistent with what is apparent in the literature about an overall population of international students. Indeed, achieving a level of competency in English language skill to productively involve oneself in active discussion is a necessary part of the independent learning process. This is an indication that language skills impacts on the development of IL.

Hence, the current study sought to clarify the effects of language on IL skills. As noted in the previous sections, students regard language as crucial for the process of learning independently. Therefore, students were encouraged to expand their views on the extent to which language impacted the skills to learn independently. An engineering student commented:

―I personally recognised the importance … [of] language skills at the start … in UK. … I was not hesitant to contribute but after my initial failure in writings, I became conscious, fearing … [that I had] not yet attained the appropriate level of academic English, and may not … proceed with my studies. … [I] realised when I was given warning and re-assessment. … [that I] learn differently in UK (IL) … and the language of learning is much higher [here] than in India, so [I] felt the need of better language skills. … good writing skills, reading skills and grammar skills facilitate the process of IL in UK …‖

The above extract represents the students‘ views regarding the importance of language and highlights the common perception about Asian students at the start of their studies. They are enthusiastic and their very enthusiasm sometimes leads them to misunderstand the UK standard of learning, where knowledge and skills are constantly assessed (refer to earlier sections). Hence, despite initial enthusiasm, students get trapped in a different learning environment. At some stage, they discover that without adapting to the UK learning patterns, it will be hard to achieve their educational goals or the necessary qualifications in a learning environment where language skills are required; hence, a

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worrisome trend is evident in the above extracts. Although the student indicates that the level of language skills needed in the UK is far higher than the Indian requirements, and necessary for learning independently, it was not clear to what extent such language skills were required. Another graduate student, studying for an MBA degree, clarified:

―Honestly … language is the backbone of studying in the UK … [I‘m] jealous to see others speaking good English and writing better assignments. Language … affect[s] student‘s way of IL in the UK … not only in the sense to meet the degree requirements …[but] also [for] the purpose of participation in open discussion … and teaching etc…. language skills also improve students learning to avoid plagiarism … it is very difficult to cite … [I] remain in the fear of not been caught of plagiarism.‖

Such comments are representative of the nature of understanding the impact of language skills on the IL process, where success involves broad aspects of learning, particularly students‘ eagerness to acquire better language skills for IL. In the current case, the student is aware of the importance of collaborative participation, discussion and presentation – which are essential aspects of language development ability, as aspects of the IL and assessment process; thus, the student realised that language skills impact not only on academic practices but also on collaborative ones. The student even indicates that language ability impacts upon the way teaching and learning is exercised in the UK. Furthermore, the same student notes that language is crucial for moral academic behaviour when plagiarism is considered a form of theft. He/she believed that an adequate facility with language would ultimately determine the outcome of successful academic writing which shapes a way for the development of IL skills.

The above remarks are broad in meaning and context. For example, poor academic writing skills might tempt students to plagiarise others‘ intellectual property. Student‘s suggestion is that good and repetitive assessment practices help to avoid plagiarism, a notion that is evident in the following comments of a PG student:

―I think that good language skills … [is] required for learning independently in HE. Without language expertness, no student can contribute in class, in discussion, in writing … [they will] fail to avoid plagiarism… although I do not like too many assignments … for students to know their lack of understandings and language mistakes … as language is important for IL ‖

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These comments represent common ground for the argument that language skills not only impact on IL but also shape it as a fair academic practice of learning. For example, adequate language skills will allow students to participate in discussions and the classroom learning environment, as well as write successful papers that meet assessment requirements by avoiding plagiarism – an unethical practice of which students are not aware in the beginning of their studies, as they revealed. In this learning scenario, success can happen without the fear of failure or the temptation or unawareness to plagiarise.

Therefore, the clear impact of language on IL appears to exist and present the basis for a two-way discussion that language skills affect IL and that IL affects language skills too. This theory requires further intensive research as it has multiple perspectives to explore. The current study simply finds a two-way link between language skills and independent learning.