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.
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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), 78– 92.
Copyright: © 2022 The Author(s)
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