Bridging the Gaps: Incongruences and challenges in Academic English skills and Professional English skills

Abstract

Mastery of English language skills is essential for academic success and professional development, particularly in non-native English-speaking contexts such as Ethiopia. This study investigated English language skill difficulties faced by undergraduate agriculture students at Ambo University and former graduates in their workplaces. It focused on their proficiency in the four macro-skills (listening, speaking, reading, and writing), the challenges encountered in academic contexts, and the language barriers experienced in professional settings. A mixed-methods approach was adopted, combining quantitative and qualitative data collection techniques. A survey was administered to 13 former graduates and 121 undergraduate agriculture students across different academic programs, assessing their self-reported proficiency and their areas of difficulty in English language skills. Furthermore, semi-structured interviews were conducted with four English language instructors and four employers working in various sectors of the agriculture industry. In addition, an evaluation of course materials assessed their alignment with students’ English proficiency levels. The quantitative data were analyzed using descriptive statistics, while thematic analysis was applied to the qualitative data. Findings revealed significant difficulties in writing and speaking, particularly in academic reporting, presentations, and discussions. Former graduates reported that these challenges persist in professional settings, hindering effective communication, access to resources, and career advancement. Contributing factors included inadequate language support and insufficient focus on English within the curriculum. This research highlights the need for tailored language instruction aligned with the academic and professional demands of agriculture students. By addressing these needs, universities can better prepare graduates to meet the challenges of global and national agricultural development. The findings provide actionable insights for higher education institutions in Ethiopia and similar contexts, underscoring the importance of specialized English education in fostering academic and professional competence in agriculture.