Academic Exposure and English Language Proficiency Among University Students

Abstract

English language proficiency is essential for academic success in higher education, particularly in contexts where English is used as a second or foreign language. Despite its importance, proficiency levels among university students vary considerably. This study examines the relationship between academic exposure and English language proficiency among university students. Using a quantitative cross-sectional design, data were collected through a structured questionnaire measuring academic exposure, motivation, instructional quality, and self-reported English language proficiency. Multiple regression analysis was employed to assess the predictive role of academic exposure while controlling for relevant academic and demographic factors. The findings indicate that academic exposure is a significant positive predictor of English language proficiency, alongside motivation and instructional quality. The results suggest that sustained engagement with English in academic contexts plays a critical role in proficiency development. The study underscores the need for institutional strategies that enhance academic exposure to English across the curriculum in higher education