Exploring the Correlation Between Study Duration, Educational Settings, and English Proficiency in University Students

Abstract

Growing awareness of the importance of English language skills encourages students to begin learning English as early as possible.  By the time they reach college level, the amount of time that students spent in learning English varies widely.  This study aims to determine whether there is a correlation between the amount of time students spent studying English and the educational setting with the students' present level of English proficiency as college students.  This study employs a quantitative method, utilizing a questionnaire about the length of time students have studied English, the educational settings and their proficiency test results as research instruments.  The data of questionnaire involving 32 university students and their proficiency test were examined.  The analysis indicates a weak positive correlation between proficiency test score and length of study, and a moderate positive correlation between proficiency test score and educational setting.  Nevertheless, there are additional variables that need to be considered for future research, such as students' motivation and their attitudes towards learning English. These factors could provide a foundation for further studies