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Description
This study examines the institutional transition from English as a Foreign Language (EFL) to English as a Second Language (ESL) in emerging Southeast Asian higher education contexts. Focusing on the Academy of Policy and Development (Vietnam), Stamford International University (Thailand), and Philippine Normal University (Philippines), the research addresses how institutional English language policies facilitate this shift and which cross-institutional practices most effectively enhance English-mediated employability and academic mobility. Using a comparative, qualitative-dominant mixed-methods design, data were collected through policy document analysis, semi-structured interviews, and student surveys. Findings reveal that the EFL–ESL transition is incremental and policy-driven, relying on coherent alignment across curriculum reform, English-medium instruction, assessment practices, and industry engagement. Institutions demonstrating higher policy coherence report stronger employability and mobility outcomes. The study contributes empirical evidence to language policy and higher education research by identifying transferable institutional mechanisms that operationalize ESL-oriented reforms in emerging contexts, offering practical guidance for policymakers and university leaders seeking workforce-relevant English education strategies.
