Journal of English Discourse and Research (JEDR)

Factors Associated with English Language Proficiency Among University Students

Durre Nayab — Thu, 26 Mar 2026 07:42:05 +0000

English language proficiency is a key determinant of academic success in higher education, particularly in contexts where English functions as a second or foreign language. Despite its importance, university students demonstrate wide variation in proficiency levels. This study examines the factors associated with English language proficiency among university students. Using a quantitative research design, data were collected from undergraduate students through a structured questionnaire measuring demographic, academic, cognitive, and affective variables. English language proficiency was assessed using a standardized self-report scale. Multiple regression analysis was employed to identify significant predictors of proficiency. The findings indicate that exposure to English, motivation, instructional quality, and prior educational background are significantly associated with English language proficiency. The study highlights the need for targeted pedagogical and institutional interventions to improve English language outcomes in higher education

Academic Exposure and English Language Proficiency Among University Students

Afshan Rasool — Thu, 26 Mar 2026 07:43:39 +0000

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

Colonial Power and the Representation of the “Other”

Danish Azeez — Thu, 26 Mar 2026 07:45:42 +0000

This paper examines how colonial power operates through the representation of the “Other” in English literary texts. Drawing on postcolonial theory, particularly the work of Edward Said, Homi K. Bhabha, and Gayatri Chakravorty Spivak, the study analyzes the discursive mechanisms through which colonial narratives construct cultural hierarchies and marginalize colonized subjects. Using a qualitative, text-based methodology grounded in close reading, the analysis focuses on narrative authority, stereotyping, exoticism, ambivalence, mimicry, and hybridity as key strategies of colonial representation. The findings demonstrate that the colonial Other is not a fixed identity but a discursive construct shaped by symbolic oppositions and narrative perspectives that privilege the colonizer. At the same time, colonial discourse is marked by instability, as moments of mimicry and hybridity reveal the fragility of imperial authority. By foregrounding the literary construction of otherness, the paper contributes to postcolonial literary scholarship and highlights literature’s role in producing and contesting colonial power structures.

Institutional Digital Support and Student Academic Outcomes

Javaria Amin — Thu, 26 Mar 2026 07:47:06 +0000

The rapid digitalization of higher education has fundamentally transformed how teaching, learning, and academic support are delivered within universities. Digital technologies are no longer supplementary tools but core components of institutional functioning, shaping students’ access to learning materials, interaction with instructors, assessment practices, and academic engagement. As universities increasingly rely on learning management systems, online resources, and digital communication platforms, the quality of institutional digital support has become a critical determinant of student academic outcomes. Institutional digital support refers to the availability, accessibility, and effectiveness of digital infrastructure and services provided by universities to facilitate learning. This includes reliable internet connectivity, learning management systems, access to digital libraries, technical assistance, and institutional guidance for using digital tools. While digitalization is often framed as an inevitable and positive development, evidence suggests that its academic benefits are not automatic. Rather, student outcomes depend heavily on how effectively institutions support students in navigating digital learning environments. The COVID-19 pandemic accelerated the adoption of digital platforms in higher education, exposing both the potential and limitations of institutional digital capacity. Universities with well-developed digital infrastructure and support systems were better able to sustain teaching and learning, whereas students in poorly supported institutions experienced disruptions, reduced engagement, and learning loss. These disparities have drawn attention to the role of institutional support as a structural factor influencing academic performance rather than an individual student responsibility. Existing research demonstrates that digital learning environments can enhance academic outcomes by increasing flexibility, access to resources, and opportunities for interaction (Means et al., 2014). However, other studies highlight that inadequate digital infrastructure, lack of technical support, and limited institutional guidance can negatively affect student engagement and performance (Selwyn, 2016). These mixed findings suggest that the effectiveness of digital learning is contingent upon institutional conditions rather than technology alone. From a theoretical perspective, institutional support theory emphasizes that student success is shaped by the resources and structures provided by educational institutions. When universities invest in supportive learning environments digital or otherwise students are more likely to engage actively and perform academically

Colonial Discourse and the Construction of the ‘Other’ in English Literature

Adnan Saeed — Thu, 26 Mar 2026 07:48:35 +0000

This paper examines how colonial discourse constructs the figure of the “Other” in English literature and how such representations function to sustain imperial power relations. Drawing on postcolonial theory, particularly the work of Edward Said, Gayatri Chakravorty Spivak, and Homi K. Bhabha, the study analyzes the discursive mechanisms through which English literary texts produce otherness. Using a qualitative, text-based methodology grounded in close reading and critical discourse analysis, the paper explores narrative authority, silencing, stereotyping, exoticism, and ambivalence as key strategies of colonial representation. The analysis demonstrates that the colonial Other is not a pre-existing identity but a discursive construct shaped by language, narrative perspective, and ideological binaries that privilege the colonial self. At the same time, the study reveals the instability of colonial discourse, highlighting moments of contradiction and ambivalence that expose the anxieties underlying imperial authority. By foregrounding the literary production of otherness, the paper contributes to postcolonial literary scholarship by emphasizing literature’s active role in shaping colonial knowledge and reinforcing the enduring cultural legacies of empire.