English for Accounting as a Learning Tool for Students with Different Mother Tongue

Abstract

This research explored the role of English for Accounting as a

learning tool for students with different mother tongues, focusing

on its effectiveness in enhancing comprehension of accounting

terminology and supporting technical skill development. Using

a qualitative approach, insights were gathered from interviews

and document analysis with fifth-semester accounting students

to evaluate the book's accessibility and the challenges faced due

to language barriers. Findings suggested that while the book was

generally effective in introducing accounting concepts,

additional support from knowledgeable instructors was crucial

for deeper understanding. Recommendations for improving

language accessibility were also discussed.