EFL vs ESL: What are them?

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Let me guess, you might get a task to describe the difference between EFL and ESL context?

OH NO IT'S A YES! 😱😱😱

Well, this writing will give you a portrayal about that! 

EFL

      EFL stands for ENGLISH AS A FOREIGN LANGUAGE. Meaning that, EFL is the context when English is acted as the third language (after mother tongue and the second language). Some countries under the EFL term are Japan, South Korea, China, Indonesia, and most of Asian and African Countries. EFL learners normally have their own mother tongue/native language/first language (they are just the same in sense), before studying English. 

    Researches propose that the English is learned to help EFL learners communicate globally. Students commonly learn EFL in their own country, or sometimes on short course in other country such as Britain, USA, Australia, Canada, and others (in which English is used as first language or second language the most). 

    In education scope, EFL learners are typically not able to make a readily context of communication outside of their classroom 😞😭. The sources that they may have for learning are from language clubs, special media, books, or tourists 📚.

ESL

    Besides, ESL stands for ENGLISH AS A SECOND LANGUAGE. Also called English as an Additional Language, ESL context refers to communities whose first language is not English, but they live in English speaking country. Moreover, they are required to learn English for the sake of daily communication. Some countries categorized as ESL country are India, Singapore, Canada, and most of European Countries. 

    Since English is used as daily communication, ESL learners tend to have better exposure in using English than EFL learners 😮. It happens due to ESL learners acquire English not only in the classroom context, but also they get it directly in the English Environment (society is a medium of learning as well). 

 

The differences?

EFL and ESL can be differentiated from 3 main dimensions: 1) Place, 2) Exposure, and 3) Chance

• EFL countries are country that employs English as their third language,  not as the daily communication media, such as: Japan, South Korea, China, Indonesia, and most of Asian and African Countries. While, ESL countries are country that employs English as a second language/additional language beside their first language, such as: India, Singapore, Canada, and most of European Countries. 
• Since English is used as daily communication, ESL has better exposure toward English compared to EFL. Although ESL has their own mother tongue (Which might be not English), ESL employs English as daily communication tool for the sake of being able to have global communication. 
• ESL also portrays better chance in performing English than EFL. ESL lives in the community where almost everyone communicate in English, while EFL mostly only use English in the classroom (when they learn it). 

HENCE, ESL IS BETTER THAN EFL SINCE ESL OVERLAPS EFL IN EVERY DIMENSION 

Although it may look that ESL is better than EFL, it backs to the individual who perform the English. Both EFL and ESL are the terminology to differentiate the sense of English position in the particular community, not as the indicator of English Proficiency😎.

You may interest!

• Teaching EFL vs ESL
• List of Native, ESL, & ESL Countries!
  

References:

Durrani, H. (2016). Attitudes of Undergraduates towards Grammar Translation Method and Communicative Language Teaching in EFL Context: A Case Study of SBK Women’s University Quetta, Pakistan. Advances in Language and Literary Studies, 7(4). https://doi.org/10.7575/aiac.alls.v.7n.4p.167

Fathiyah, H. I., Amiruddin, A. N., Khan, F., & Venzano, F. (2020). Language Learning Strategies (LLS) Used by Malaysian, Pakistani, and Italian ESL Learners: Comparing to Indonesian EFL Learners. English Language in Focus (ELIF), 2(2), 87. https://doi.org/10.24853/elif.2.2.87-96

Intarapanich, C. (2013). Teaching Methods, Approaches and Strategies Found in EFL Classrooms: A Case Study in Lao PDR. Procedia - Social and Behavioral Sciences, 88, 306–311. https://doi.org/10.1016/j.sbspro.2013.08.510

Rahmatunisa, W. (2014). Problems Faced By Indonesian Efl Learners. Journal of English Education, 3(1), 41–49.

Salikin, H., Bin-Tahir, S. Z., Kusumaningputri, R., & Yuliandari, D. P. (2017). The Indonesian EFL Learners’ Motivation in Reading. English Language Teaching, 10(5), 81. https://doi.org/10.5539/elt.v10n5p81

Santosa, M. H. (2018). Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context. Journal on English as a Foreign Language, 7(2), 183. https://doi.org/10.23971/jefl.v7i2.689

Toba, R., Noor, W. N., & Sanu, L. O. (2019). The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506