English Language Proficiency and Academic Achievement in Higher Education

English language proficiency constitutes a pivotal determinant of success in higher education, shaping comprehension of lectures, engagement in discourse and quality of assessment. Empirical work has revealed a threshold effect whereby attainment improves markedly with gains in proficiency up to a certain point, beyond which disciplinary expertise and study skills assume greater influence. The globalisation of tertiary education has elevated the stakes for both native and non-native speakers, prompting institutions to balance rigorous entry requirements with targeted support. Holistic models now address not only linguistic accuracy but also academic self-efficacy, well-being and autonomous learning strategies. This integrative perspective recognises that proficiency evolves in tandem with social integration, access to discipline-specific register and the development of learner agency. Practical applications span pre-sessional courses, in-sessional tutorials and embedded English for Academic Purposes (EAP) modules, all aimed at smoothing the transition from admission to independent scholarship.

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English Language Proficiency and Academic Achievement in Higher Education publication trend

The graph below shows the total number of articles in english language proficiency and academic achievement in higher education across all publications each year (not limited to Nature Index journals).

Technical terms

English for Academic Purposes (EAP): Instructional courses designed to develop the specific language skills and genres required for study and research within tertiary disciplines.

English as an Additional Language (EAL): Learners engaging with English when it is not their first language, often requiring specialised support to navigate academic environments.

Predictive validity: The extent to which performance on a language test forecasts future academic outcomes, such as grades or retention.

Self-efficacy: An individual’s belief in their capacity to organise and execute actions necessary to achieve specific academic tasks or goals.

References

1. Evidence-Based Holistic Approach to Supporting International Students’ English Language Proficiency Needs and Wellbeing: The Impact of Personalized Autonomous Learning. Applied Linguistics (2024).
2. Examining the predictive validity of the Duolingo English Test: Evidence from a major UK university. Language Testing (2023).
3. A mixed-method investigation into international university students’ experience with academic language demands. Frontiers in Education (2022).