Open AccessRelating English Language Proficiency to Academic Performance among non-English Speaking Undergraduate Students in Kenyan Universities
Author(s) -
Winfred Kithinji,
Adam I. OHirsi
Publication year - 2022
Publication title -
east african journal of education studies
Language(s) - English
Resource type - Journals
eISSN - 2707-3947
pISSN - 2707-3939
DOI - 10.37284/eajes.5.1.560
Subject(s) - kenya , active listening , mathematics education , psychology , nonprobability sampling , foreign language , language proficiency , english language , medical education , pedagogy , sociology , medicine , political science , population , demography , communication , law
In Kenya, English language is the standard medium of instruction at primary and post-secondary levels of education and training. At universities, English is the primary language of academics and research. Its mastery and proficiency among students and staff also influence the overall learning experience. This research paper examined the influence of English language proficiency on academic performance among non-English speaking undergraduate students in Kenyan universities. These are foreign students whose countries of origin do not use English as the main language of instruction. The study was conducted in six universities that use the Grade Point Average in determining academic performance. The mixed methods research design was utilized to gather both qualitative and quantitative data concurrently. Using the purposive sampling techniques, 61 foreign students and 13 academic staff teaching were selected, while semi structured questionnaires and document analysis guide were used to collect data. The findings revealed a positive correlation between English language proficiency and academic performance (.000). It also emerged that over 76% undergraduate students from non-English speaking backgrounds lacked the expected language skills for quality learning experience. Specifically, students’ difficulties in listening and speaking had the strongest influence on their academic performance (Rs =1.000, p<0.01). Finally, the study recommended the need for universities to conduct English proficiency assessment when admitting undergraduate students from non-English speaking countries. It also suggested academic writing and mentor support programs to equip foreign undergraduate students with the requisite English literacy skills. The study further recommended faculty to practice pedagogical approaches that nurture foreign students to actively engage in the academic and social interactions.