An analysis of the implications of entry-level English proficiency of management undergraduates for English Medium Instruction: A case study from a state university

Abstract

Entry-Level English Language Proficiency (ELELP) of undergraduates is considered a significant determinant of successful academic performance in English Medium Instruction (EMI) in higher education. Cummins' (1979) distinction between Basic Interpersonal Skills (BICS) and Cognitive and Academic Language Proficiency (CALP) highlights the importance of CALP for success in academic settings in terms of non-native medium of instruction. The Faculty of Management Studies (FMS), Sabaragamuwa University of Sri Lanka (SUSL) offers honours degree programmes in various disciplines of management. All these programmes are conducted in the English medium. However, a systematic analysis has not yet been conducted on the ELELP of undergraduates to assess their preparedness to pursue their higher studies in EMI. Therefore, this study was conducted on the level of the ELELP of undergraduates in order to gauge their preparedness in terms of medium of instruction for tertiary education. Students who faced their GCE (A/L) exams in 2019, 2020, and 2021 were selected as participants of this study. GCE (A/L) General English results of 328, 304, and 309 undergraduates of the five-degree programmes were collected through an online survey. Summary statistics were produced and a weighted analysis was conducted by offering a value to each grade. In all three years, the three highest percentages - 39%, 38%, and 51% respectively - were reported for minimum grade - 'S' (simple) passes. Additionally, 25%, 16% and 16% of 'W' (weak) passes were also reported. The lowest percentages - 5%, 10% and 4% were shown for the highest grade: 'A' passes. These statistics can be regarded as a predictor of the challenges the faculty currently faces in terms of enabling its undergraduates to perform optimally in EMI. Even though this study limits its data collection to five- degree programmes out of seven offered by the faculty, the findings indicate a significant proportion of undergraduates fall below the expected ELELP for EMI. Therefore, this study recommends continuous assistance with frequent monitoring and evaluation to enhance the suitability and capacity of incoming undergraduates, while a parallel mechanism is recommended to enhance their ELELP.