Factors Associated with English Language Proficiency Among University Students

Abstract

English language proficiency is a key determinant of academic success in higher education, particularly in contexts where English functions as a second or foreign language. Despite its importance, university students demonstrate wide variation in proficiency levels. This study examines the factors associated with English language proficiency among university students. Using a quantitative research design, data were collected from undergraduate students through a structured questionnaire measuring demographic, academic, cognitive, and affective variables. English language proficiency was assessed using a standardized self-report scale. Multiple regression analysis was employed to identify significant predictors of proficiency. The findings indicate that exposure to English, motivation, instructional quality, and prior educational background are significantly associated with English language proficiency. The study highlights the need for targeted pedagogical and institutional interventions to improve English language outcomes in higher education