Diploma Students’ Overall English Performance Based on their Different Proficiency Skills

Hairul Azhar Mohamad, Amir Lukman Abd Rahman, Muhammad Haziq Abd Rashid, Nurhafeza Mohd Akhir, Noor Shariena Zaraini, Aina Athirah Rozman Azram, Hadayat Rahmah Hasan and Rasyiqah Batrisya Md Zolkapli
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Hairul Azhar Mohamad: Academy Pengajian Bahasa, University Technology MARA, Shah Alam, Malaysia
Amir Lukman Abd Rahman: Academy Pengajian Bahasa, University Technology MARA, Shah Alam, Malaysia
Muhammad Haziq Abd Rashid: Academy Pengajian Bahasa, University Technology MARA, Shah Alam, Malaysia
Nurhafeza Mohd Akhir: Academy Pengajian Bahasa, University Technology MARA, Shah Alam, Malaysia
Noor Shariena Zaraini: Academy Pengajian Bahasa, University Technology MARA, Shah Alam, Malaysia
Aina Athirah Rozman Azram: Academy Pengajian Bahasa, University Technology MARA, Shah Alam, Malaysia
Hadayat Rahmah Hasan: Academy Pengajian Bahasa, University Technology MARA, Shah Alam, Malaysia
Rasyiqah Batrisya Md Zolkapli: Academy Pengajian Bahasa, University Technology MARA, Shah Alam, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 1804-1816

Abstract: Proficiency in the English language is predominantly associated with the linguistic skills of listening, reading and grammar. This study investigates the relationship between English proficiency and academic performance among multi-disciplinary diploma students at University Technology MARA (UiTM) in Malaysia, emphasising the importance of language skills in non-English medium contexts. With the utilisation of a quantitative approach, the research analysed secondary data from 5,422 students who sat for the English Placement Test (EPT) in March 2023, focusing on their test scores revolving around listening, reading and grammar components. From the analysed data, the findings reveal that students’ English performance could be significantly predicted through their interconnected proficiency in reading, listening and grammar. Notably, reading emerged as the most influential skill, suggesting that enhancing reading abilities may improve students’ comprehension across various contexts. However, the study underscores the necessity for a balanced instructional approach that prioritises listening and speaking alongside grammar and reading to foster comprehensive language proficiency. Relevant parties are recommended to integrate innovative teaching methods such as technology-assisted learning to address the specific challenges faced by students, particularly in listening comprehension. Future research should focus on longitudinal studies to track skill development and examine discipline-specific language needs, ensuring that educational programmes are tailored to effectively support students in achieving higher levels of English proficiency, thus resulting in their academic success.

Date: 2025
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