Understanding English Proficiency in First-Year University Students
Abstract
English proficiency is a critical skill for academic success, particularly for first-year university students transitioning to higher education. This study aims to assess the English proficiency levels of first-year students at a university, exploring the factors that influence their language skills. Through a combination of standardized proficiency tests and student surveys, the research evaluates the students' abilities in reading, writing, listening, and speaking. The study also examines the role of prior educational background, exposure to English, and language learning strategies in shaping proficiency levels. Results indicate significant variability in proficiency across different student demographics, with factors such as prior schooling and frequency of English usage playing key roles. The findings suggest that targeted language support programs are essential to address these disparities and enhance students' academic performance. By identifying the specific challenges faced by first-year students, this study provides valuable insights for educators and administrators seeking to improve language education and support services in higher education institutions.
Keywords
English proficiency, first-year students, academic performance, language assessment, standardized tests, language learning strategiesHow to Cite
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Copyright (c) 2024 IgnasiaYuyun, Meyling, Naftalia Laksana, Demus Abednego (Author)
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