Should English Be a Compulsory Course at Chinese Universities?
As a college student, I’ve often found myself debating with classmates: Is it really necessary for English to be a mandatory course during our university years? Some complain about the extra pressure it adds to our already heavy workload, while others admit it’s helped them in unexpected ways. After thinking through different sides and recalling what Professor Sun Jianlei (Sun, 2025) taught us in class, I’ve come to see both the value and flaws of making English compulsory—and why a middle ground might be best.
The Case for Making English Compulsory
First, English is still the backbone of global communication, especially in academics and careers. Professor Sun (2025) always tells us that “international academic conferences rarely use languages other than English,” and this lines up with what I’ve noticed too. Last semester, when I tried to look up cutting-edge research on environmental science (my major), over 70% of the latest papers were in English. Without basic English skills, I would have missed out on key studies that could help with my coursework.
Beyond academics, English boosts job competitiveness. Professor Sun (2025) once shared data from a campus career fair: over 60% of companies—even domestic ones in fields like technology and trade—listed “English proficiency (CET-4 or above)” as a basic requirement. My senior, who’s now working at a tech firm, told me that being able to read English user manuals and communicate with foreign clients got her the job over other candidates with similar professional skills. For students aiming to work in globalized industries, English isn’t just “useful”—it’s a must.
There’s also a less obvious benefit: learning English can indirectly support cognitive development, though I only connected this dots after reading a past study. Canadian scientists (New Scientist and Reuters, 2007) found that fully bilingual people delay dementia onset by up to four years because switching between languages keeps the brain active. While we’re far from worrying about dementia now, this makes me think—sticking with English might be a small way to keep our minds sharp, even if we don’t realize it at first.
The Problems with English as a Compulsory Course
That said, making English mandatory for all students ignores real differences in needs and backgrounds. Take my roommate, for example: she’s majoring in traditional Chinese painting, and her goal is to teach at a local art school after graduation. She spends hours every week memorizing English vocabulary and writing essays, but she admits, “I’ll probably never use English in my job.” For students like her—those in majors focused on local culture, domestic services, or regional industries—compulsory English feels like a waste of time that could be spent on their professional skills.
It also adds unfair pressure to students with weak English foundations. I have a classmate from a small town who struggled with English in high school. Now, he has to balance his major exams with English quizzes and CET-4 preparation. Last month, he told me, “I stay up late practicing English, but my grades still aren’t good—and it’s making me stressed about my other classes.” For these students, compulsory English doesn’t “help them improve”; it becomes a barrier to enjoying their university life and excelling in their strengths.
Plus, overemphasizing English might make us overlook other valuable languages. Lee Kuan Yew (1978) pointed out that monolinguists “only see the world through one eye” and miss out on rich cultures expressed in other languages. Right now, my university offers few courses in languages like Spanish or Arabic—languages that are growing in importance for trade with Southeast Asia or the Middle East. If English weren’t compulsory, more students might choose to learn these languages instead, giving them unique advantages in future careers.
What We Should Do Instead
I don’t think we need to cancel English classes entirely—but we should make them flexible. For one, we could split English courses by major: students in science, business, or international relations could take “academic English” or “professional English” (which Professor Sun (2025) says is more practical), while students in local-focused majors could choose “optional English” or even skip it if it doesn’t fit their goals.
We should also let students test out of basic English if they already have strong skills. My cousin, who studied abroad in high school, had to take the same freshman English class as everyone else—she said it was “boring and redundant.” Letting advanced students skip basic courses would save time for both them and their teachers.
Finally, the university should add more non-English language courses. If we have more options (like French or Japanese), students can pick languages that match their interests or career plans. This way, we’re not just “forced to learn English”—we’re given the chance to become truly multilingual, which Lee Kuan Yew (1978) argued is key to understanding the world.
Conclusion
English isn’t a “one-size-fits-all” subject. For many students, it’s a tool that opens doors to academics and jobs; for others, it’s an unnecessary burden. Instead of making it compulsory for everyone, universities should tailor English courses to different majors and skill levels—and let students choose languages that matter to them. As Professor Sun (2025) often says, “Education should fit the student, not the other way around.” If we can do that, English can stop being a source of stress and start being a helpful choice for those who need it.
References
- Amano, T., Ramirez-Castañeda, V., Berdejo-Espinola, V., Borokini, I., Chowdhury, S., Golivets, M., et al. (2023). The manifold costs of being a non-native English speaker in science. PLOS Biology, 21(7), e3002184. https://doi.org/10.1371/journal.pbio.3002184
- Amano, T., & University of Queensland Researchers. (2023, July 24). Non-native English researchers take twice as long to read scientific journals. Retrieved from http://www.shurl.cc/2fe9bd2e239d4a54dcc5c4ee775761e8
- PLOS Biology. (2024, January 29). Supporting open science at PLOS Biology. Retrieved from http://www.shurl.cc/ce1f94ad75fd84d933d54d9cd89cbbdc
- China Social Sciences Network. (2023, August 18). Breaking language barriers to build a more inclusive academic community [In Chinese]. Retrieved from https://www.cssn.cn/skwxsdt/gjhy/202308/t20230818_5679823.shtml
- LanguageLine Solutions. (2023, September 29). STUDY: Overcoming language barriers could lead to scientific breakthroughs. Retrieved from https://www.languageline.com/blog/study-overcoming-language-barriers-could-lead-to-scientific-breakthroughs?hs_amp=true
- Anthony, L. (2024). Addressing the challenges of data-driven learning through corpus tool design: In conversation with Laurence Anthony. In P. Crosthwaite (Ed.), Data-driven Learning in and out of the Language Classroom. Cambridge University Press & Assessment. https://www.cambridge.org/core/elements/datadriven-learning-in-and-out-of-the-language-classroom/CAD6EDF4FFDAB24EA501DF73FB819DF6
- [Anonymous]. (2024, March 6). Enhancing evidence-based practice into healthcare: Exploring the role of scientific skills in occupational therapists. Retrieved from http://www.shurl.cc/cd8129bca1d9b91121c0c17aac5396f5
- New Scientist and Reuters. (2007, January 12). Bilingualism delays onset of dementia. New Scientist.
- Lee, K. Y. (1978). [Speech on monolinguism and bilingualism]. Singapore: Office of the Former President of Singapore. 10. Sun, J. L. (2025). [Lectures on English’s role in academic and career development for Chinese university students]. [Unpublished lecture notes, XXX University].
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