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How Have Workplace Interactions in Different Linguistic Environments Influenced the English Oral Proficiency of an Adult Working Overseas?


In a world that is increasingly defined by globalization and international mobility, competence in English has acquired the status of a decisive asset for professionals moving across diverse linguistic landscapes. Emerging in all these is the epicenter of daily interactions, the workplace’s role in shaping language development. The workplace thus becomes a dynamic field that may prove challenging but also greatly transformative to overseas working adults, particularly in countries where English is not the native language. Imagine a world where your language skills bridge the way to opportunity, are your passport to effective communication, and are the cornerstone of professional success. This is the world for countless individuals who traverse international borders in search of adapting and excelling in multilingual workplaces. This research explores how workplace interactions within diverse linguistic environments influence the English oral proficiency of a working adult who has become an expatriate. This study, at its core, delves into the intricate relationship between language use, interaction, and language development in these settings.

The main question that this research shall focus on answering is: “How have workplace interactions in various linguistic environments influenced the English oral proficiency of an adult working overseas?” This question emanates from the Interaction Hypothesis, illustrating that language development is most potent when persons interact in genuine, communicative interaction. The workplace is a base at which professionals negotiate, collaborate, and communicate and will naturally form a fertile ground wherein linguistic growth must occur. This research is not just a scholarly pursuit; in fact, it will be an adventure in the real-life experiences of people who made language their ally in foreign lands. Through this exploration, we will shed light on the nature of the multi-faced process of language development in international workplaces by offering insights, inspiration, and practical -guidance for those negotiating through this linguistic journey. As the world gets smaller, language skills emerge as the true global currency. This study is your passport to thriving in this shifting linguistic landscape.

Literature Review

Language development is a complex and multifaceted lifelong process that has attracted much attention, both from linguists and educators, as well as researchers. In a world characterized by increasing globalization and international interactions, the ability to acquire the English language and development of mastery in language has become overriding, more so for professionals working in linguistically diversely designed environments. The text includes a literature review that suggests the in-depth analysis of the key concepts, theories, and prior research pertinent to language development, the role of the workplace in this process to occur smoothly, and the Interaction Hypothesis as the theoretical foothold for our study.

Language Development

Language development is learning in the acquisition and refinements of linguistic skills, which cuts across an individual’s lifetime. In the area of second language acquisition (SLA), which is the learning of a new language after one has acquired the first, several theories have emerged trying to explain the underlying mechanisms. Of inflection to our study is the Interaction hypothesis.

Interaction Hypothesis

Michael Long formulated the Interaction Hypothesis in the late 1980s, firmly based on sociocultural theory that conjectures that interaction is the most efficient tool for language acquisition. According to this hypothesis, language development is fostered through authentic interaction between different individuals rather than passive exposure to language, like listening alone or reading (Long, 1980). The focus of the Interaction Hypothesis is on language input, opportunities for generation of the same and outputting the same, as well as feedback within these interactions. It has provided an understanding of language development in the workplace.

Language development is a dynamic process under the influence of many factors, and the workplace, as the daily hub of communication, becomes an especially significant arena for language development for adults working in foreign linguistic content. The workplace is likely one of the most challenging but rewarding environments for language acquisition. It effectively provides a venue through which individuals who are learning to speak a new language can apply and be reinforced using their new linguistic skills within the domain of real-world, high-stakes communication.

Workplace Interactions and Language Development

The workplace is recognized to be one of the most pivotal environments for language development since professionals are provided with a real-life laboratory in which they are allowed to apply and enhance their language skills. For adults working in foreign countries, the workplace becomes a crucible of language learning since every day requires them to communicate properly with others, negotiate with them, and work clinging together with them.

In English-speaking countries, such as Australia, the workplace serves as a development environment for language learning where the language requirement in any workplace is learning English. Studies carried out in English-speaking settings show that workplace interaction positively correlates with learning the language. McGroarty underlined the role of authentic communication in language learning, stating the significance of interaction for developing communicative competence (McGroarty, 2010).

Non-English speaking environments like Korea, on the other hand, are characterized by different challenges. Such settings of workplace dynamics present multiple languages. For employees working in such multilingual settings, the interactions at the part with a mosaic of lingua exchange offer both challenges and opportunities for language development.

In addition, organizational culture is a key element responsible for language development. Organizational culture refers to common values, beliefs, and communication styles within a given organization. The type of organizational culture has great significance on employees’ interaction and use of languages. In fact, for some offices within the English-speaking world, the work culture is far from communication in the English language, whereby most of the formal and informal conversations take part in English.

For instance, Korea is a non-English-speaking country. The workplace culture sometimes involves code-switching between the global business worlds, whereby English turns to their lingua franca and some local cultures. In such a case, the linguistic landscape is complex, where employees have to speak in English at times while at other times switching to speaking another language depending on the mood of the organization.

The work environment also involves developing vocabulary and language skills concerning a particular industry or job role. Consequently, many professionals working in industries acquire industry-specific jargon and terminologies.

The Role of Feedback

Workplace language development is built on three key pillars, among them feedback development. In every instance of an English-speaking work environment, it is clear that the language nature of feedback is always direct and immediate to employees. The feedback, therefore, helps an individual identify the area an individual needs to improve on, correct errors identified, and refine language skills.

Li Shaofeng’s research has highlighted the importance of corrective feedback in SLA (Li, 2018). Corrective feedback could be explicit—what gives learners direct guidance on errors in the language—or implicit—what entails recasts, which restate learner utterances into a more accurate form. In fact, as such, both types of feedback have been found beneficial to the development of language depending on proficiency circumstances and also on contextual factors of the interaction.

In such cases of multilingual workplace environments, feedback can be provided by colleagues, supervisors, and clients, among others. These also provide chances for negotiation data to accrue from these interactions, which can go a long way to contribute to the strength of a language development system. They could also establish chances for cultural and linguistic conflict when cases like this one, where learners had always to negotiate different norms.

Influence of Multilingual and Multicultural Workplace Environments

The workplace environments under examination in this research, Australia (English-speaking) and Korea (non-English-speaking) are characterized by linguistic and cultural diversities. Hence, understanding the dynamics of multilingual and multicultural workplaces becomes indispensable to grasping how language skills evolve in these setups.

In English-speaking environments like Australia, almost all workplace interactions are done in the English language. However, these environments are not homogenous, as diverse cultural backgrounds and different communication styles characterize them. Multicultural workplaces incorporate workforces with varied linguistic and cultural backgrounds, which creates many ways of a rich tapestry of communication styles used and languages spoken within a working environment (Febring & Henry, 2022).

Non-English-speaking contexts such as Korea involve interactions in a myriad of languages. In such settings, the interplay between the English language and varied other languages may be convoluted. The linguistic diversity at the place of work offers an interesting context for the development of language, opening up the environment for cross-linguistic interactions that would, in turn, promote the learning of language.

Another important factor considered in multilingual workplaces is the concept of a lingua franca, which implies the existence of a common language through which individuals who have native languages different from each other can communicate. In global business contexts, English frequently functions as a lingua franca. Using English as a bridging language in multilingual workplaces can affect language development as the language adjusts to ease employee communication.

Additionally, narrative language use and development are also influenced by power dimensions and hierarchal communication in a workplace setting. One of the cultural contexts that influence both English-speaking workplaces as well non-English speaking workplaces is power distance, which refers to the extent people respect hierarchal relationships. Power distances affect normal behavior and communication normality within an organization or workplace.

The Role of Workplace Culture in Language Development

Workplace culture highly determines language development in varied settings. The culture at a workplace refers to values, beliefs, and free norms of communication whose expectations are common in any organizational setup. The culture at a workplace influences how employees relate to each other using language and, by extension, affects language development.

Workplace culture is often aligned in English-speaking environments with the use of English. English is the language of formal and informal communication, and all employees can engage in English in most workplace interactions. Workplace culture is hugely influential in such industries as finance, technology, tech-savvy companies, and academia, boosting high levels of international focus. Korea also poses an alternate challenge with non-English speaking workplaces.

These workplaces require code-switching to the local language and English, thereby reflecting global business expectations and, at the same time, respecting the cultural or local norms. The balance between using English as a global tool of communication or lingua franca as well as the use of the local language and vernacular then and there for simple daily interactions is very delicate.

Industry-Specific Language Development

The professionals working in different sectors are inclined to develop sectorial language skills and vocabulary. Every industry has a specific realm of knowledge as well as communication style. Through this, employees adopt the terminologies, jargon, and ways of communication about the industry.

In English-speaking countries, the use of English as a dominant professional language at the workplace is to be equated with the acquisition of industry-specific English terminologies. The employees in financial services, healthcare, and engineering are acquiring language competence because they comprehend and carry out professional talk in their industries.

In such non-English speaking environments as Korea, moreover, it will still be more challenging for the employees to develop industry-specific language skills. They may have to attenuate towards English continually, the local language, and that specific set of words used in the industry they work for. The multilayered environment again offers new horizons for developing languages among them.

Comparative Analysis of Workplace Language Development

Comparative analysis is important to understand the way language development is influenced by workplace interaction in a linguistically diverse environment. By comparing the English environment (Australia) and the non-English environment (Korea), the nuanced impact of linguistic diversity, coupled with cultural factors and different workplace cultures on language acquisition, can be understood.

Publications of Gass and Mackey (2015) cast light on the importance of comparative analysis in conducting SLA research. Comparative analysis of the development of language in two different workplace environments brings more insight into what exactly conditions the attained language proficiency to be formed (Mackey & Gass, 2015).

Workplace interactions in the English speaking environments create an environment for the immersion of communication language development. Colleagues and supervisors often give direct feedback, making liaising to search and perfect one’s language easier. Cultures, as well as industry-specific language developments that learners get from workplace interactions, play a big in shaping language proficiency in people.

Non-English-speaking environments such as Korea bring on a different set of dynamics. Multilingual workplaces present diverse language exposure, presenting challenges and opportunities. The enacting of English as a lingua franca, as well as the constant switching back and forth between languages, fosters a complex linguistic landscape. Workplace culture and power dynamics, as well as special language skills acquirement that address the industry’s goals, are other factors that further shape language development.


Methodology of a successfully done research on how workplace interactions in varying linguistic atmospheres have affected the English oral proficiency of an adult working abroad. The actual research has been conducted, and this comprises a methodology for selecting the participants for the study as well as procedures about data collection and analysis.


The adult participant will be selected based on specific criteria that are going to shed immense light on some aspects of language development in the particular workplace setting. Arabic speaker, since having the proficiency in English at B2 level and placing the significant work experience record in the countries with not only English-speaking background (Australia) but also the non-English speaking macroculture (Korea). Here is the profile of the chosen participant:

  • Arabic speaker
  • B2 level of English proficiency
  • Worked in Australia for four years
  • Currently working in Korea since 2022

Being a unique participant, with a different background from most of the participants, provided an ideal candidate on who would bring in a lot of experiences and views on how workplace interactions influences English oral proficiency.

Data Collection

The two primary methods used in the data collection for this study were questionnaire and interview. These methods helped obtain detailed descriptions of the experiences, difficulties faced, as well as the views of the participant regarding language development at the workplace in various environments.


The first phase is the hand-out of a questionnaire to the participant. The questionnaire aims to cover basic information about the participant as well as his experiences with the language, problems in using it, the language usage, and self-assessment on English proficiency. The questionnaire provided a structured basis for the later interview and allowed the participant to reflect on the experience in advance of the detailed discussion.

The questionnaire comprised mixed open-ended and closed questions, covering needs as follows:

  • Language usage at the workplace
  • Language challenges faced
  • Self-assessment on English proficiency
  • Opinion about progress experienced in language development

The questionnaire was a unique instrument which played a major role as a first tool for collection of the participant’s information in experience and it is descriptively analyzed.


The second phase involved kindling a semi-structured interview with the partake. The interview sought to bring out more information as partains the participant’s experiences, challenges, and perceptions in relation to the language development among different workplace settings. Based on the themes and responses of the questionnaire, the interview questions were then framed, considering them to get much detail as well as broad coverage of the experiences amongst the participants.

The key areas that were addressed by the interview questions include:

  • Interactions of language between workmates
  • Challenges in the use of language and improvement
  • Development observed on the way of language growing
  • Feedback as an impact on both working places
  • The comparison of growth and development of language in Australia with Korea

The interview session was conducted in conversational and open-ended mode, as this enabled the participant free to give their perspective and thus rich qualitative data being provided.

Data Analysis

The essential process, in this finished study, was data analysis for making meaning of collected data. Thematic analysis, as a qualitative research approach, was the one used in this case to identify and analyze various recurrent themes which run through the produced interview data. Thematic analysis can be referred to as the systematic way that aids the researcher in identifying patterns, concepts, and themes existing within the data.

The thematic analysis was carried out with application of the following steps:

  1. Data Familiarization: The researcher familiarized himself with all the data, which included a similar of the interview transcripts as well as the questionnaire responses.
  2. Initial Coding: Initially, coding of the transcripts was done to identify those portions of text that related to the specific themes or concepts. For this purpose, initial coding was carried out which helped in discovering the expected as well as unexpected findings using open coding techniques.
  3. Theme Development: The codes were then grouped into potential themes. Themes are clearly patterns of recurrent ideas that manifested in the data.
  4. Review and Refinement: This involved reviewing the identified themes, refining and classifying them for clarity and coherence of text. Themes that appeared to capture well the experiences of the participant as well as perceptions on language development were thus accorded the priority.
  5. Data Integration: The answers to the questionnaire and interview were integrated on two purposes – it generated a holistic idea regarding the experiences and helped in validating existing emerging patterns from the findings.
  6. Report Writing: The research report was carried out while incorporating below referred to thematic analysis findings, along with relevant participant’s responses quotations and instances.

This is because thematic analysis enabled the discovery and interpretation of prior participant experiences and perceptions about language development across the different workplace settings. The results of the thematic analysis led to articulation of the core themes through illuminating on the different factors pertaining to language learning, feedback mechanisms, and influence of linguistic diversity among participants working in international environments.

Methodology in this completed research, including the participants’ section and data collection and analysis, produced comprehensive insights pertaining to the interrelationship linking workplace interactions and English oral proficiency of a working adult overseas within separate linguistic ambient. Thematic analysis helped to make an in-depth exploration of the language journey of the participant so as to develop a deep understanding related to the relation amid language, culture and workplace.

Expected Results

Based on assumption that workplace interactions significantly impact adult working overseas in the development of English oral proficiency, therefore, there are various expected findings of this research. Some of the expected interpretations based on the experience and perception of the participant because an idea cannot be controlled, calling for a neutral analysis- are:

  1. English-Speaking Environment (Australia): With an Australia work environment that is English-speaking, one would expect that the oral proficiency of the participant has blossomed given all the immersion in place. Likewise, the experiences of the participant in Australia are likely to indicate an affirmative correlation between the workplace language environment and burgeoning of the language.
  2. Non-English-Speaking Environment (Korea): The fact that the workplace environment in this regard is non-English speaking and employees are engaged in multilingual discourses would call for the expectation that English proficiency for the participant may have come with some unique constraints. A multicultural, multilingual working environment in which English is used as a lingua franca might shape unique linguistic landscapes under which language development might be emerging.
  3. Feedback Mechanisms: Workplace feedback mechanisms are expected to be critical in development of language. The experiences by participant are likely to bring out the role of feedback from colleagues, supervisors, and clients on extent of language acquisition.
  4. Comparative Analysis: Comparative Analysis: It is expected that comparison of the participant’s experiences across these two work settings will throw up some key ways in which linguistic diversity, coupled with culture and workplace culture, impacts upon language development. This analysis will offer a deeper understanding of the intricacies of language acquisition in international workplaces.

The expected results will provide a clear picture of how workplace encounters and setups affect the language development process, offering adult learners the necessary support to deal with various linguistic experiences in their work.

Questionnaire Questions

Section 1: Participant Background

  1. Can you briefly describe your professional background and the industries you have worked in during your career?
  2. Please rate your proficiency in the English language, where 1 is the worst and 10 its best.

Section 2: Language Usage in the Workplace

  1. Which language was mostly prevailing at your Australian workplace? Could you generally present the linguistic relationships that existed between the employees?
  2. What are some languages spoken by your colleagues and the ones basically used in communication for details in a nutshell in your current Korean environment?

Section 3: Language Challenges and Strategies

  1. Did you encounter any specific language challenges during your work in Australia? If so, please describe them.
  2. What has helped you to overcome these language barriers in Australia? What kinds of strategies or other resources have you used?
  3. What languages difficulties you have faced in the present workplace in Korea? Is there any difference of language difficulty compared to working experiences in Australia?

Section 4: Self-Assessment of English Proficiency

  1. What were the ways or means through which you gauged your English language skills when you first time landed in Australia? Give examples / instances of how did you frame this opinion.
  2. How do you evaluate the present level of your ability to use English in Korea compared to the period you were living in Australia? Can you find any differences or improvements?

Section 5: Perceptions of Language Development

  1. What are your perceptions of the role of interaction in the workplace to enhance development of English language, both in Australia and Korea?
  2. Can you provide examples when you received feedback about using English language in your workplace, both in Australia and Korea? How did this feedback impact your development and usage of the language?

Interview Questions

Introduction and Participant Background

  1. Could you brief me about your professional background, what industries you have worked in, and what your responsibilities were?
  2. To gain a little better insight into your journey of language development, will you be able to share how you would rank your proficiency with English from 1 to 10 through different stages of your career, including when you initially came to Australia and your current level?

Language Usage and Multilingual Workplace Environments

  1. In your work experience in Australia, it being strictly an English-speaking workplace, can you take into account the linguistic dynamics witnessed among your colleagues? How did language diversity in the workplace, if any, impact on the way you interacted with them?
  2. Could you describe some multilingual interaction in Korea City and explain the native languages of your colleagues, as well as which language they predominantly used to communicate?

Challenges and Strategies for Language Development

  1. Reflecting on your experience in Australia, what were the language challenges you faced? How did you cope and which strategies or tools you considered most helpful for improving your English proficiency?
  2. In your current workplace in Korea, do you experience different language difficulties from Australia? What are some of the differences, and how have you managed these difficulties?

Self-Assessment of English Proficiency

  1. How did you self-assess your ability in English when you first came to Australia, and which aspect influenced this assessment?
  2. With regards to your original self-assessment, could you describe any marked improvements or change in the overall ability to use English in Korea?What factors have contributed to these changes?

Role of Workplace Interactions and Feedback

  1. How do you go about seeing workplace interaction roles in improving English language skills both in Australia and Korea? Can you provide for some few instances of processes in the work place, which made it much easier for you to develop Linguistically?
  2. Language development highly depends on feedback regarding language skills. Can you indicate how feedback about English language skills has been given in both workplaces? How has the way feedback was produced affected growth in your language?

Comparative Analysis and Conclusion

  1. In relation to experience, what are the important differences existing between Australia and Korea by way of linguistic diversity, cultural factors, and workplace culture that would impact on development of language?
  2. In sum, based on your journey, what insights or advice would you offer about learning a new language as an adult to be able to navigate the diverse linguistic contexts they face in their professional lives?

These questions in the questionnaire and interview intend to gather a comprehensive data regarding the language development experiences, challenges, and the perceptions of the participant in various workplace settings. The synthesis of closed-ended and open-ended questions thus helps to offer an all-round view in the journey of the interviewee to further deepen our insights about the role played by workplace interactions in first language oral development.


Febring, L., & Henry, A. (2022). Work integrated language learning: Boundary crossing, connectivity, and L2 affordances. Migration and Language Education, 3(1), 1-22.

Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design. Routledge.

McGroarty, M. (2010). Language and ideologies. Sociolinguistics and language education, 3-39.,+underscoring+the+value+of+interaction&ots=VzE9DUPBvT&sig=-4P66VnrfCsBoShSSLAe5O89BIk

Li, S. (2018). Corrective feedback in L2 speech production. The TESOL encyclopedia of English language teaching, 1-9.

Long, M. H. (1980). Input, interaction, and second language acquisition. University of California, Los Angeles.


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