English language proficiency and students learning outcomes

• Bhatti, Muhammad Awais ^[1] ; Alzahrani, Saeed Abdullah ^[2]
  1. [1] King Faisal University

     King Faisal University

     Arabia Saudí

     
  2. [2] Al-Baha University
• Localización: Artseduca, ISSN-e 2254-0709, Nº. 40, 2024, págs. 177-192
• Idioma: inglés
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• Resumen

  • Objective: The goal of this study was to look into how students’ beliefs about their own learning and how well they speak English affect how well they learn in higher education institutions in Saudi Arabia. It specifically looks at how students’ opinions affect the connections between how well they know English, how well they understand, and how well they do in school. Methodology: A total of 268 undergraduates from various academic programs participated in this cross-sectional survey. A structured questionnaire was used to collect data, and scales from other studies were used as guides. STATA-SEM was used to look at the measurement and structural models and figure out the variables’ direct and indirect effects on each other. Results: The findings demonstrated that students’ competence in speaking and comprehending English has a substantial impact on their learning outcomes. There was also a substantial moderating effect of learner beliefs on the correlation between linguistic competence and learning outcomes. Conclusion: These findings illustrate the significance of possessing robust linguistic skills alongside psychological factors in order to achieve academic excellence. This study adds to the literature by incorporating language proficiency and learner beliefs into an academic accomplishment model. It highlights that in order to advance education, students must have positive beliefs and proficient language skills. Teachers and governments can create focused interventions based on the data to enhance students’ academic performance and language development. © 2024, Artseduca. All rights reserved.