The Role of Language Proficiency in Shaping Academic Performance of International Students
Keywords:
Academic Performance, Institutional Support, International Students, Language Proficiency, Mixed-Methods ResearchAbstract
This research applies a mixed-methods explanatory sequential design to explore the influence of language ability on the academic achievement of international students. Quantitative measures from 160 students indicated a high positive correlation (r = .624) between IELTS/TOEFL and GPA, where listening and reading abilities emerged as strong predictors. Qualitative interviews accentuated difficulties in lecture understanding, writing for class, and class participation, as well as emotional and social effects. Students practiced coping mechanisms like support from peers and institutional resources. The integration of findings indicates that although language competency is essential, institutional support and coping strategies affect its influence. The study suggests stronger language programs, faculty development, and support service promotion to enhance academic performance and well-being.
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