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                                                                                         Vol. 1, No. 1; 2018 

                    Published by American Center of Science and Education, USA 

 

 

39 
 

The Effects of Globalization on English Language: A Study on 

the Students of Business and English Department of The 

Millennium University, Bangladesh 
 

 

Mizanur Rahman Jewel 

Ex.Lecturer 

Department of English 

The Millennium University, Bangladesh 

E-mail:mizanurjuwel7@gmail.com 

 

 

Md. Mahmudul Haque 

 Ex.Lecturer 

Department of English,  

The Millennium University, Bangladesh 

E-mail: mahmud.shuvo@yahoo.com 

 

 

Abstract 

Now a day’s Globalization has become a familiar issue in terms of every area related to human civilization and 

particularly in the English language. English is the soul media of communication in the modern world and 

globalization has brought new dimensions in that field. The present study is an attempt to reflect on the 

contribution f globalization for spreading English language everywhere. During this research one questionnaire 

has been developed to collect relevant information on the issue. The paper includes analysis on the various 

contributing factors of globalization. 

 

Keywords: Globalization, English language, communicative competence, global market, ELT 

 

Introduction 

 

Globalization is, without doubt, one of the major defining characteristics of modern society. It constitutes both a 

threat and a challenge, depending on the point of view and the predisposition of the observer. This paper looks 

at the effects of globalization in the area of English language concentrating on the teaching of English to the 

speakers of other languages. 

It reviews the present situation of English language with respect to globalization, drawing parallels among other 

issues, English as an international language (EIL), the question of ownership of such a language, the status of 

the native speaker as opposed to that of the non-native speaker of English, as well as some methodological 

considerations regarding the need for the raising of our learners’ intercultural awareness as a means of 

safeguarding against the more dangerous effects of English as a ‘global’ language. 

The paper begins with a concept of the globalization phenomenon with respect to its origins and its 

mailto:mahmud.shuvo@yahoo.com


 

 

 

 

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40  

implementation in the wider scientific and non-scientific communities. We then move on to considering 

language-oriented concerns that verge on that phenomenon and concentrate on the way the English language is 

conceived in this regard, as well as its role in foreign language pedagogy as awhile. Where necessary, there is 

analysis of the authors’ on the student’s linguistic, cultural and teaching environment in Bangladesh, and the 

possible impact of the English language on the Bangladeshi culture specifically on the students of The 

Millennium University in Bangladesh. 

Objectives of the Study: The followings are the underlined objectives of the study. 

 

 To find out the effect of globalization in Bangladesh. 

 

 To analyze the perception of the students on English language of The Millennium University. 

 The shortcomings of English language learning and teaching among the students of The Millennium 

University. 

 To trace how and what extent globalization affects English language. 

 

 To provide recommendation to solve the existing problem 

 

Literature Review 

There is a lack of literature documenting the effects of globalization on the English language. Although there are 

numerous articles discussing globalization, there are very few that depict what is actually happening. 

The last few decades have seen a growth in the role of the English language around the world as the lingua 

franca for economic, scientific, and political exchange. The term lingua Franca means ‘any language used for 

communication between groups who have no other language in common’ (Matthews, 2000:209). According to 

Crystal (1997), 85% of the world's international organizations use English as their official language in 

transnational communication. About 85% of the world’s important film productions and markets use English as 

well, and 90% of the published academic articles in several academic fields, such as linguistics, are written in 

English. In many cases, the increased growth in the use of the English language can be attributed to educational, 

economic, or cultural globalization. 

Giddens (2000) defined globalization as a separation of space and time, emphasizing that with instantaneous 

communications, knowledge, and culture could be shared around the world simultaneously. Globalization has 

been viewed primarily as an economic phenomenon, involving the increasing interaction, or integration of 

national economic systems through the growth in international trade, investment, and capital flow. However, 

the definition has expended to include also cross-border social, cultural, political, and technological exchanges 

between nations and in particular, between people. 

Globalization has been defined by Giddens (1990:64) as ‘the intensification of worldwide social relations which 



 

 

 

 

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41  

link distant localities in such a way that local happenings are shaped by events occurring many miles away and 

vice versa’. It is perceived in different ways, some tracing it back to the 15th century when Europeans began to 

map and colonize the world; others believe it began in the latter part of the 20th century. Some see it as an 

extension of an American imperialism while others reject the idea that globalization is a question of Western 

dominance over ‘the rest’ (Block, 2004). 

As Heller (2001) notes with reference to bilingualism in Canada, “[current] transformations in ideology and 

practice . . . reveal a shift from an ideology of authentic nationhood to an ideology of commoditization . . . 

[which] involves contradictions between language as a mark of authenticity and belonging or identity, and 

language as an acquirable technical skill and marketable commodity”. He points out that “these contradictions 

have direct consequences for language teaching and learning, insofar as they affect what counts as competence, 

who gets to define what counts as competence, and what is considered the best way to acquire it” (p. 47). 

Although increasing focus on the issuers that surround the essentially native speaker goals that are reflected in 

many textbooks and proficiency tests (see, for example, Cook, 1999, 2002; Firth & Wagner, 1997), the changing 

nature of English and the emergence of what are now often referred to as ‘Englishes’, helps to explain the 

problems faced on a day to- day basis by those involved in English language education in Taiwan, it does not 

currently make a major contribution to solving them. Taiwan has in the past had a very close relationship with 

the USA, a relationship that was fundamental to its economic progress. That relationship has had a major impact 

on its education system and on its conceptualization of the goals of English teaching and learning. Although 

Taiwan’s relationship with the USA has changed, it should not be assumed that the overall conceptualization of 

English and of the goals of English teaching and learning have necessarily changed in any fundamental way. 

Many countries throughout the world are beginning to see English as a basic educational requirement for all 

rather than simply as a desirable accomplishment for some (Maurais & Morris, 2003). 

Several authors were successful in redirecting globalization towards an educational angle(Beveridge (1996), 

Coulby (2005), Gacel-Avila (2005), Hall (2001), Korsgaard (1997),Madhukar (2003), Robertson (2006), and 

Zambeta (1998)). Beveridge wrote that the impacts of globalization on education were a change in purpose from 

social to competing in a global economy and from community to market values; and that education became a 

trade commodity and was subject to goods and services trade agreements such as the General Agreement on 

Tariffs and Trade (GATT) and the North America Free Trade Agreement (NAFTA). Beveridge also reported on 

educations role in globalization and the sustainability crisis. He argued that educators needed to adopt green 

curriculum and operations to counteract the ecological damage caused to the earth by industrialization and 

consumerism. Beveridge also reported the need to incorporate critical and transformative education (including 

feminist, liberation, environmental and global education), ecological sustainability, human needs, community 



 

 

 

 

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42  

the ng 

and equity into instruction. 

Result and Analysis 

 

Respondents: To collect the data we have conducted a survey during the study period July to September 2012. A 

questionnaire has been developed for the students to conduct the survey. We have only focused the students of 

English and Business department of The Millennium University. The questionnaire was delivered to the students 

and they were required t fill up and return it within three working days. Total 100 students participated in the 

survey. Most of the questions were set up on the basis of yes/no answering method and only one question was 

narrative. 

 

  

 

 

 

100% 

 

 

 

 
97% 
3% 

 

Q.1 Do you have any idea about 

globalization? 

  

0%   

 
No Yes 

 

Figure: 1 Do you have any idea about globalization? 

 

In the above fig.1 shows that 97 % that means 97 out of 100 respondents mentioned that they have an idea about 

globalization. On the other hand 3 % that means 3 out of 100 respondents mentioned that they have no idea 

about globalization. 

 
 

 

Figure: 2 Does it bring any interest among yourselves about the language? 

 

In the above fig.2 shows that 98% of respondents mentioned that globalization brought interest among 

them and 2% of them mentioned globalization brought no interest. 

Respondent

YES 98

No 2

0

20

40

60

80

100

120

P
e

rc
e

n
ta

ge
 

Does it bring any interest among yourselves about 

the language? 



 

 

 

 

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43  

 

 

 

 

 

 

 

 

 

 

 
 

Q.4 Competencies in English language are inevitable for the global market.Do you 

agree? 

No yes 

100% 
80% 
60% 

40% 

20% 
0% 

 
 

 

Figure:-3 English language is necessary for the promotion of various goods .Do you agree with this idea? 

In the above fig.3 indicates that case 99% of respondents agreed that English language is necessary for the 

promotion of various goods whether 1% of them gave negative opinion. 

 

 

Figure: 4 Competencies in English language are inevitable for the global market .Do you agree? 

In the above fig.4 shows that Competencies in English language are very much needed for surviving in the 

present global market. During our study we have found out that 80% of total respondents argued positively for 

the necessity of English language whereas 20% responded negatively. 

3.QEnglish language is necessary for the promotion of various 

goods . 

Do you agree with this idea? 
 

 

 

1% 

 

Yes 

No 

 

99% 



 

 

 

 

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44  

120% 
 

100% 
 

80% 
 

60% 
 

40% 
 

20% 
 

0% 

Q.6 What is your medium of instruction in your University? 

 
 

Figure: 5 Do you think that globalization has any effect a English language? 

 

In the above fig.5 shows that in these days globalization has effected largely on English language so 94% 

of respondents thought that it is right and 2% of them thought wrong. 

 

 

 

Yes, 97% 

 

 

 

 

No, 3% 

 

 

 

Figure: 6 What is your medium of instruction in your University? 

 

In the above fig.6 implies that as English language is the International language and its only the medium for 

International communication 97% of respondents wanted English for medium of instruction and 3% didn’t. 

 
Figure: 7 Which language do you prefer for classroom activities? 

 

In the above fig.7 indicates that Classroom activities are important part of education and teachers often fail 

to interact with the students. 55% of respondents preferred English and 45% of them preferred Bangla as 

0% 20% 40% 60% 80% 100% 

No, 45% Yes, 55% Q.7 Which language do you prefer for classroom 

activities? 

Yes 

No 94% 

Q.5 Do you think that globalization has any effect on English language? 

6% 



 

 

 

 

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45  

Q.8. Do you feel comfortable using English language for your higher 

studies? 

 
Yes 

11% 

 
No 

89% 

their classroom activities. 

 

Figure: 8 Do you feel comfortable using English language for your higher studies? 

 

In the above fig.8 shows that although English language is essential for higher studies, 89% of the 

respondents felt uncomfortable with English and 11% of them answered positively. 

 
Figure: 9 Do you have any relevant courses for the development of your communicative skill in English in your 

University? 

In the above fig.9 indicates that because of the importance of English our Educational system includes different 

courses in the syllabus and respondents of almost 97% gave the proof that they have relevant courses. 

Narrative Question: 10 Mentioned your suggestion for the effective uses of English language based on global 

demand 

 

Recommendation: Through the study and the analysis of the result and the opinion of the students it has been 

recommended that 

 

 

 To cope with the current global market, English curriculum should be designed with the 

contemporary global demand. 

Q.9 Do you have any relevant courses for the development of your 

communicative skill in English in your University? 

 

No 

3% 

 

 

 

 

 
Yes 

97% 



 

 

 

 

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46  

 Student’s fluency in English language should be emphasized. 

 

 Both the written and spoken capacity of English language of the students should be done. 

 Presentation skill should be improved. 

 

 Idea of globalization should be clear among the students. 

 Seminar, symposium, lecture, workshop, conference should be introduced in the university level 

on globalization and English language. 

 On the theme of globalization different English dramas may be staged, exhibition on globalization, 

English movies, and competition on promoting the language globally are student’s next preference. 

Limitations of the Study 

 

The study was conducted mainly in one private university namely The Millennium University based in Dhaka 

City. And the opinion was taken mainly from the students of English and Business Studies Department. The 

main source of data was the opinion given by the students and some points on the literature review part was 

taken from internet and from various websites. 

Conclusion 

This paper has looked into the job of English dialect versus the marvel of globalization. Diverse types of ELT 

have been exhibited and it has been battled that there is a looming requirement for educating and socially 

sharpening EFL students as for both the social status of English as a universal dialect and also their very own 

job as communicators in the worldwide English-talking town. It is in this way fundamental, in ESOL 

classrooms, that specific consideration is attracted not exclusively to rehearsing interactional correspondence, 

however to advancing intercultural informative ability. Furthermore, it has been inferred, all through this paper, 

a standout amongst the most essential jobs of the ESOL expert in this globalization age is that of the social good 

example. 

References 

 

1. http://hlju.academia.edu/DanBenCanaan/Papers/107390/The_Impact_of_Globali 

zation_and_the_Internet_on_English_Language_Teaching_and_Learning 

2. http://www.asian-efl-journal.com/Dec_2007_ry&zo.php 

3. http://dtpr.lib.athabascau.ca/action/download.php?filename=mais/MichelleScottPr oject.pdf 

 

 

 

 

http://hlju.academia.edu/DanBenCanaan/Papers/107390/The_Impact_of_Globali
http://www.asian-efl-journal.com/Dec_2007_ry%26zo.php

