The Importance of Learning English Literacy for Accounting in Higher Education: Benefit and Drawbacks

This qualitative research aims to explore the importance of learning English literacy skills for English as a Foreign Language (EFL) accounting students in higher education. The data were collected through in-depth interviews, focus group discussions, and document analysis, and analyzed thematically. The findings indicate that developing English literacy skills offers numerous benefits for EFL accounting students, such as building literacy competence, enhancing employability, improving communication skills, facing globalization, understanding accounting terms and subjects, and identifying errors in accounting. However, the study also identified some drawbacks, time and effort including, Balancing Language Learning with Technical Accounting Skills Development and linguistic difficulties and frustration. The study suggests that educational institutions and policy makers should develop comprehensive strategies that support EFL accounting students in acquiring English literacy skills while addressing the potential challenges they may encounter. These findings have important implications for accounting education, highlighting the need to provide adequate resources and support to EFL accounting students to help them develop their English literacy skills and succeed in their academic and professional pursuits


Introduction
English and Literacy for Accounting (ELA) has become one of the important areas in the learning English through content in higher education. The recent progress of ELA has reached one of the important and critical elements in learning language through contents. For this reason, there is an increasing demand of ELA for higher education where students may need to understand financial reports, yearly report of the companies and the development of the companies. To understand this issue, students need to understand ELA. For this reason, ELA is important to investigate further.
Many studies have been conducted globally in the area of ELA such as Dourda, Bratitsis, Griva, & Papadopoulou (2014), Ockey (2014) , Friginal, (2013), Marwan (2016), Abduh and Rosmaladewi (2017) and Suyadi (2016). Most of these studies have concentrated on the area of academic learning, challenges, science vocabulary and English for Specific Purposes in higher education. These studies indicate that the research have covered general area of the accounting and ESP in general contexts.
For the studies in Indonesian contexts, Abduh dan Dunakhir (2020) have investigated the students' perceptions of accounting in higher education. In recent studies, Dunakhir and Abduh (2021) have investigated the challenges of learning Accounting in higher education. However, these studies only concentrated on analysis on teaching materials and challenges. What has not been explored are the benefit of learning English and literacy for accounting. Therefore, this research fills this knowledge. This study aims to explore the benefits of learning ELA from the perspectives of students in a university context.

Research design
The design of this research is a case study. Yin (2013) describes that a case study is an empirical study of the case based the natural setting. The case here is the importance of learning English and literacy for accounting. The data for case study can be both quantitively and qualitatively (Yin, 2012). Thus, the presented case study in this research are qualitatively and quantitatively. Therefore, the data in this study are presented quantitatively and followed by qualitative explanation of the data.
The participants of the study The participants were 89 students from accounting department in a state university in Indonesia. From the total participants, 26 students participated voluntarily for interviews. Among these students, majority are female participants and small portion of male students. All of the students participated in the survey were in the first year of their university studies. The participants age backgrounds were between 18 and 20 years old. Participants educational backgrounds vary ranging from generic, Islamic and vocational high schools.

Data collection
Students were invited to fill online google form questionnaire and were given opportunities to participate in this study voluntarily. There is high-rate percentage of the questionnaire return. To ensure the credibility of the questionnaire, all items are pre-tested to students who did not participate in this study

Data analysis
The data in this study were analyzed using systematic analysis approach (Gall, et al, 2006): a) data are collected and coded for general sense and general categories; b) all coded data were were placed into similar categories and themes; c) All sub-themes were classified into key themes; and d) those key themes were collected to determine core themes of the findings.

Ethical Considerations
This study involved human subjects, and therefore, several ethical considerations were taken into account during the research process. The following ethical considerations were addressed: a. Informed consent: Participants were informed about the purpose of the study, the research methodology, and the risks and benefits of participation. They were also given the opportunity to ask questions and provide voluntary informed consent before participating in the study. b. Confidentiality and anonymity: Participants' privacy and confidentiality were respected throughout the research process. Participants were assured that their personal information would be kept confidential and that their responses would be anonymous. c. Avoidance of harm: The research was designed to avoid causing harm to participants.
The questions asked were not intrusive or overly personal, and the participants were not put in any physical or emotional harm. d. Debriefing: Participants were debriefed after the study to ensure that they were not distressed or negatively affected by their participation. e. Respect for cultural diversity: The study was conducted in a manner that was respectful of cultural diversity, and the researchers ensured that participants' cultural values and beliefs were respected throughout the research process.
Overall, this study followed ethical guidelines to ensure that participants were treated with respect and dignity, and their rights were protected.

Findings
This section presents the findings of the qualitative research, focusing on the benefits and drawbacks of learning English literacy skills for EFL accounting students in higher education. The findings are based on data collected from in-depth interviews, focus group discussions, and document analysis. The key finding of the study is that majority of students believe that literacy for Accounting is beneficial for their current status and future workplace environment.

Building Literacy Competence
English literacy competence is an essential skill for EFL accounting students to develop in order to effectively navigate the global accounting landscape. The participants emphasized the importance of acquiring strong English literacy skills in reading, writing, listening, and speaking, which are necessary to understand and analyze complex accounting concepts, international financial standards, and regulations. Furthermore, it was noted that developing English literacy competence enhances the students' ability to critically evaluate information from various sources, such as research articles, financial reports, and case studies. The interview are as shown below: Very useful, because to become an accountant one must have perfect English competence, therefore teaching English in accounting has a big impact on university students (A) Very useful because English language skills are very important to increase knowledge and skills (D)

Add insight into English which turns out to be not only basic knowledge, but all knowledge of learning it (Y) I think accounting English is very useful for me because it is one of the skills a person needs to face the world of work and can increase one's knowledge of English (E) It is very beneficial because knowing various languages is of course very helpful in gaining a lot of knowledge (I)
In summary, the data concludes that building literacy competence is a crucial aspect of EFL accounting students' education, as it equips them with the necessary tools to navigate the global accounting landscape effectively. Developing strong English literacy skills in reading, writing, listening, and speaking enhances students' ability to understand and analyze complex accounting concepts, international financial standards, and regulations. Furthermore, it fosters critical evaluation skills, enabling students to effectively assess information from diverse sources. Thus, fostering literacy competence in English should be a priority for educational institutions and policy makers to ensure EFL accounting students' success in their academic and professional endeavors.

Enhanced Employability
In today's highly competitive job market, possessing a strong command of the English language can significantly improve the employability of EFL accounting students. As English has become the global language of business, many multinational companies and international accounting firms require their employees to communicate proficiently in English. The following interview data explores how English literacy skills enhance the employability of EFL accounting students in higher education This is very useful because when I was in high school, I already used accounting terms in English, and most companies also use terms under IAI and others (B).
Very useful because in the current era, namely the industrial era 4.0, it is not impossible that English will become the language most often used. Therefore the importance of learning (F)

Very useful because it can be useful for applying for jobs (E) because we are entering an era where people need English in interacting and communicating with outsiders in order to improve our quality both in education and work (T).
The findings suggest that English literacy skills significantly impact EFL accounting students' employability prospects. Participants mentioned that multinational companies and international accounting firms prefer candidates with strong English language skills, as they are required to communicate with clients and colleagues from different linguistic and cultural backgrounds. Moreover, students with advanced English literacy skills are more likely to secure internships, job placements, and further educational opportunities abroad, which contribute to their professional growth and career advancement.

Facing globalization
Globalization has led to the increased integration of economies, markets, and cultures, making it essential for EFL accounting students to possess English literacy skills. Participants noted that English is the lingua franca of international business and accounting, and therefore, acquiring these skills enables students to stay current with global trends, standards, and best practices. Additionally, English literacy skills facilitate access to a wealth of international resources, such as textbooks, journals, and online courses, which can enrich their accounting education and professional development.
Useful, because in this era of globalization, English has become a basis that must be understood and practiced in the realities of everyday life, including in terms of learning (F).

Improved Communication Skills
The development of English literacy skills allows EFL accounting students to communicate effectively with diverse stakeholders, such as clients, colleagues, and regulators. Participants highlighted the importance of clear and concise communication in the accounting field, as it ensures accurate financial reporting and helps avoid misunderstandings or misinterpretations. Furthermore, strong English communication skills enable students to participate in international conferences, workshops, and professional networks, where they can share knowledge, exchange ideas, and collaborate with peers from different countries.
For These interview data illustrate the importance of English literacy skills in improving communication for EFL accounting students. By developing their English language abilities, these students can effectively engage with others in their field, foster professional relationships, and enhance their overall academic and professional success.

To understand Accounting Terms and Subjects
Accounting terms and concepts are often technical and complex, making it crucial for EFL accounting students to develop English literacy skills to comprehend these subjects effectively. Participants stressed the importance of understanding specialized accounting vocabulary, as it allows students to interpret financial statements, reports, and regulations accurately. Furthermore, acquiring English literacy skills enables students to follow international accounting standards, such as the International Financial Reporting Standards (IFRS) and the Generally Accepted Accounting Principles (GAAP), which are predominantly used and taught in English. It

Accounting English is very useful for me because English is able to help me understand words that often appear in accounting lessons that use English (N)
These interviews demonstrate that EFL accounting students recognize the importance of English literacy skills in understanding accounting terms and subjects. As their language proficiency improves, they are better able to comprehend complex accounting concepts, follow international accounting standards, and excel in their studies.

To helps us identifying errors in accounting Many accounting terms in English are difficult to understand so with this lesson it can help us and reading wrong numbers can be corrected with this English lesson (J) While studying for an advanced accounting course, I came across a research article that presented a new approach to revenue recognition but it was in English. My English literacy skills helped me to understand the complex language and concepts in the article, which enabled me to identify a flaw in the author's methodology. I discussed this issue with the lecturer, and we explored alternative approaches that provided a more accurate representation of the company's financial position (P) Accounting English is very useful because as an accountant or audit it is very important to dig up information about the world accounting revolution (S) I was working on a group project where we had to analyze a company's financial statements. While reviewing the documents, I noticed an inconsistency in the English phrasing that indicated a potential error in the calculation of the company's net income. My English literacy skills helped me spot the mistake and correct it, which significantly impacted our analysis and conclusions. (V)
Can make it easier for us to create, process, report and compile financial reports and in these financial reports we often find accounts that use English (K) The data illustrate the importance of English literacy skills in identifying errors in accounting, emphasizing the value of language proficiency in enhancing problem-solving and critical thinking abilities among EFL accounting students in higher education.

Time and Effort Challenge
Acquiring English literacy skills requires additional time and effort, which can be challenging for EFL accounting students who are already grappling with a demanding curriculum. Participants mentioned that the added pressure of mastering English while learning complex accounting concepts can be overwhelming for some students, leading to increased stress and anxiety. Furthermore, the time and effort required to develop English literacy skills may detract from students' ability to focus on other essential aspects of their accounting education, such as mastering software applications, participating in extracurricular activities, or developing professional networks.

It's like learning two subjects at once. Sometimes, I feel overwhelmed and wonder if I'm doing enough to succeed in both areas.(R)
These interviews illustrate the challenges EFL accounting students face in allocating time and efforts to develop their English literacy skills while managing the demands of their accounting coursework. The students' experiences underscore the need for educational institutions to provide additional support and resources to help them balance their language learning and accounting studies effectively.

Challenges In Balancing Language Learning with Technical Accounting Skills Development
Another drawback identified by EFL accounting students is the challenge of balancing language learning with the development of their technical accounting skills. During the interviews, several students shared their experiences and challenges in balancing language learning with the development of technical accounting skills. The following excerpts highlight some of the issues they encountered.

I often worry that my lack of language skills might hinder my ability to succeed in my accounting courses and future career. (I)
These student interviews demonstrate the challenges EFL accounting students face when trying to balance language learning with the development of technical accounting skills. The participants expressed concerns about time management, prioritization, and their ability to effectively apply their English skills in accounting contexts. These challenges highlight the need for educational institutions and policy makers to provide additional support and resources to help EFL accounting students overcome these obstacles and succeed in both language learning and accounting skills development.

Linguistic Difficulties and Frustration
The final drawback of learning English literacy skills for EFL accounting students in higher education is Linguistic difficulties and frustration as an EFL learner. Learning English as a foreign language can be challenging and frustrating for some EFL accounting students, especially when dealing with complex accounting terminology and concepts (Samad et al, 2022). Participants noted that students may struggle with grammatical structures, vocabulary, pronunciation, or idiomatic expressions, which could negatively impact their understanding of accounting subjects and hinder their academic performance. Moreover, the frustration associated with language learning may demotivate students and affect their self-confidence, which could impede their overall success in the accounting field. These sample student interviews provide insight into the linguistic difficulties and frustrations experienced by EFL accounting students when learning English literacy skills. It is essential for educators and institutions to be aware of these challenges and provide adequate support and resources to help students overcome these obstacles and succeed in their accounting education.

Discussions
The findings of this qualitative research indicate that English literacy skills are essential for EFL accounting students in higher education, as they offer numerous benefits, such as building literacy competence, enhancing employability, improving communication skills, facing globalization, understanding accounting terms and subjects, and identify errors in accounting. However, the study also identified some drawbacks, such as the additional time and effort required for language acquisition, challenges in balancing language learning with technical accounting skills development, and linguistic difficulties and frustration.
The findings of this study align with previous research that has emphasized the importance of English language skills in accounting education. For example, Thi Ngu et al. (2022) conducted a study on the English proficiency level of accounting students and found that students with high English language skills performed better academically and had greater employability prospects. Furthermore, Rose et al. (2020) noted that English language proficiency is crucial for students in accounting and finance programs, as it enables them to effectively communicate with clients, colleagues, and regulators from diverse linguistic and cultural backgrounds.
The present study adds to this body of literature by providing a nuanced perspective on the benefits and drawbacks of learning English literacy skills for EFL accounting students in higher education. The study highlights that while English literacy skills offer numerous advantages, such as enhancing employability, facing globalization, and identifying errors in accounting, they also pose challenges, such as additional time and effort, balancing language learning with technical accounting skills development and linguistic difficulties. These findings underscore the need for educational institutions and policy makers to develop comprehensive strategies that support EFL accounting students in acquiring English literacy skills while addressing the potential challenges they may face.

Implications for Accounting in EFL Higher Education Context
The findings of this study have several implications for accounting education. Firstly, educational institutions should provide adequate resources and support to help EFL accounting students develop their English literacy skills. This could include offering language courses, tutoring services, or access to online resources that cater to the specific needs of EFL accounting students. Secondly, educators should integrate language development activities into the accounting curriculum to ensure that students have ample opportunities to practice and improve their English literacy skills. For example, educators could use case studies, group projects, or simulations that require students to communicate in English.
Thirdly, educational institutions should consider creating a supportive and inclusive learning environment that encourages EFL accounting students to develop their language skills. This could involve promoting cultural diversity, providing opportunities for peer-to-peer language exchange, or creating a mentorship program that pairs EFL accounting students with proficient English speakers. Fourthly, policy makers should consider the benefits of bilingualism in the accounting field and promote the development of local language accounting terminology and concepts alongside English language proficiency.

Limitations of the study
While this study provides valuable insights into the benefits and drawbacks of learning English literacy skills for EFL accounting students, it has several limitations that should be considered. Firstly, the study was conducted in a specific context, and the findings may not be generalizable to other educational settings or geographic regions. Secondly, the sample size was relatively small, and the participants were recruited from a single institution, which may limit the study's external validity. Thirdly, the study relied on self-report data, which may be subject to social desirability bias. Finally, the study did not explore the impact of other factors, such as socioeconomic status or prior English language proficiency, on the acquisition of English literacy skills among EFL accounting students.

Conclusion
In conclusion, this qualitative research suggests that learning English literacy skills is crucial for EFL accounting students in higher education. The study identified numerous benefits of English literacy skills, such as building literacy competence, enhancing employability, and improving communication skills, but also highlighted some drawbacks, such as linguistic difficulties and frustration, cultural barriers, and limited access to resources and support. These findings underscore the need for educational institutions and policy makers to develop comprehensive strategies that support EFL accounting students in acquiring English literacy skills while addressing the potential challenges they may face.