Human vs. Machine Communication: The Future Value of English for Employability and Mobility

Authors

DOI:

https://doi.org/10.69760/egjlle.2601006

Keywords:

English as a global skill, future jobs, AI-mediated communication, multilingualism

Abstract

This paper examines whether English will remain the most important career skill in future jobs amid rapid advances in artificial intelligence, automation, and digitalization. While AI-powered translation and automated communication tools reduce barriers to basic cross-linguistic interaction, the findings suggest that English is unlikely to lose its strategic value. Instead, its role is transforming from an elite advantage to a layered competence in which basic operational proficiency may be supported by AI, whereas advanced professional English remains crucial for negotiation, leadership, persuasion, intercultural interaction, and high-stakes decision-making. A sector-based review indicates sustained demand for English in international business, technology, academia, diplomacy, and remote work, alongside growing importance of multilingual repertoires in regional markets. The paper argues for a pedagogy-first framework in language education that integrates digital tools responsibly, strengthens career-oriented communication, and develops AI literacy to ensure ethical and effective use of emerging technologies.

Author Biographies

  • Nermin Rzayeva, Nakhchivan State University, Azerbaijan

    RZAYEVA, N., Student, Faculty of Arts, Design Specialty, Nakhchivan State University, Azerbaijan. Email: rzayevanrmin43@gmail.com. ORCID: https://orcid.org/0009-0003-9513-5644

  • Ilaha Ashrafova, Nakhchivan State University, Azerbaijan

    ASHRAFOVA, I., Nakhchivan State University, Azerbaijan. Email: ilahaashrafova@ndu.edu.az. ORCID: https://orcid.org/0009-0000-2127-3487

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Published

2026-03-05

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Section

Articles

How to Cite

Rzayeva, N., & Ashrafova, I. (2026). Human vs. Machine Communication: The Future Value of English for Employability and Mobility. EuroGlobal Journal of Linguistics and Language Education, 3(1), 56-64. https://doi.org/10.69760/egjlle.2601006

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