The Impact of English Proficiency on the Academic Success of English Literature Students: An Analysis Using Structural Equation Modeling (SEM)
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Abstract
This study aims to investigate the relationship between English proficiency (writing, speaking, listening, reading) and academic success among English Literature students at UIN Alauddin Makassar. Structural Equation Modelling (SEM) was used to analyse data collected from 124 respondents through a questionnaire measuring their proficiency in English and self-assessment of their abilities. The analysis revealed that speaking and reading skills significantly influence academic success, while writing and listening skills do not contribute significantly. The implications suggest the need for developing more focused and effective learning strategies to enhance students' speaking and reading skills. These findings are expected to contribute to curriculum improvement and instructional strategies in academic environments to enhance academic achievement among English Literature students.
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How to Cite
ELVIRA, Melly et al.
The Impact of English Proficiency on the Academic Success of English Literature Students: An Analysis Using Structural Equation Modeling (SEM).
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 9, n. 1, p. 425-437, dec. 2024.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3172>. Date accessed: 30 may 2026.
doi: https://doi.org/10.18860/icied.v9i1.3172.
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Articles
References
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Brainard, R., & Britten, J. (2023). Impact of Deep Reading in Case-Based Learning in Graduate Physiology Students. Physiology, 38(S1), 5783381.
Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. Pearson.
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Cooper, K., Cohen, K., Ghosh, A., & Busch, C. (2023). A brief online single session intervention increases undergraduate confidence speaking out in an active learning physiology course. Physiology, 38(S1), 5735144.
De Jong, N. H., Steinel, M. P., Florijn, A. F., Schoonen, R., & Hulstijn, J. H. (2012). Facets of speaking proficiency. Studies in Second Language Acquisition, 34(1), 5–34.
DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. Sage publications.
Duan, T., & Wu, B. (2023). The Student Self-Assessment Paradigm in MOOC: An Example in Chinese Higher Education. Comunicar: Media Education Research Journal, 31(75), 111–123.
Field, J. (2010). Listening in the language classroom. ELT Journal, 64(3), 331–333.
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Heil, J., & Ifenthaler, D. (2023). Online Assessment in Higher Education: A Systematic Review. Online Learning, 27(1), 187–218.
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Ihlenfeldt, S. D., & Rios, J. A. (2023). A meta-analysis on the predictive validity of English language proficiency assessments for college admissions. Language Testing, 40(2), 276–299.
Johnson, K. E., & Ma, P. (1999). Understanding language teaching: Reasoning in action. Heinle & Heinle Boston, MA.
Kamaşak, R., & Sahan, K. (2023). Academic Success in English medium courses: exploring student challenges, opinions, language proficiency and L2 use. RELC Journal, 00336882231167611.
Kang, O., Moran, M., Ahn, H., & Park, S. (2020). Proficiency as a mediating variable of intelligibility for different varieties of accents. Studies in Second Language Acquisition, 42(2), 471–487.
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León-Pérez, F., Bas, M. C., & Escudero-Nahón, A. (2020). Self-perception about emerging digital skills in Higher Education students. Comunicar, 28(62), 89–98. https://doi.org/10.3916/C62-2020-08
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Olsen, T., & Hunnes, J. (2024). Improving students’ learning—the role of formative feedback: experiences from a crash course for business students in academic writing. Assessment & Evaluation in Higher Education, 49(2), 129–141.
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge.
Rizakhojayeva, G. A. (2022). Towards Encouraging Students’ Public Speaking Skills: Action Research in English Language Teaching. Iasaýı Ýnıversıtetіnіń Habarshysy, 123(1), 71–80. https://doi.org/10.47526/2022-1/2664-0686.06
Rudd, M., & Honkiss, L. (2020). Analysing the correlation between english proficiency and academic performance among thai university students. Athens Journal of Education, 7(1), 122–138. https://doi.org/10.30958/aje.7-1-6
Sarstedt, M., Ringle, C. M., & Hair, J. F. (2021). Partial least squares structural equation modeling. In Handbook of market research (pp. 587–632). Springer.
Shayakhmetova, L., Mukharlyamova, L., Zhussupova, R., & Beisembayeva, Z. (2020). Developing Collaborative Academic Writing Skills in English in CALL Classroom. International Journal of Higher Education, 9(8), 13–18.
Shober, D. (2016). Promoting literacy through reading programmes for first-year university students. Reading & Writing-Journal of the Reading Association of South Africa, 7(1), 1–7.
Smith, J. A., Bell, S. M., Philippakos, Z. A., & Park, Y. (2023). Investigating the Relationship between Perceptions of a “Good Reader” and Reading Performance among Elementary and Middle School Students: An Exploratory Study. Reading & Writing Quarterly, 39(3), 212–227.
Subekti, D. A. (2018). The Influence of English Writing Skill Toward Writing Achievement for the Third Semester Students Between Member and Non-Member In English Club of English Education Department of IAIN Salatiga in the Academic Year 2018/2019. IAIN SALATIGA.
Sun, P. P. (2022). Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation. Tesol Quarterly, 56(4).
Valero, D., Keller, A. C., & Hirschi, A. (2019). The perceived influence of role models and early career development in native and migrant youth. Journal of Career Development, 46(3), 265–279.
van Ginkel, S., Gulikers, J., Biemans, H., & Mulder, M. (2017). Fostering oral presentation performance: does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor? Assessment & Evaluation in Higher Education, 42(6), 953–966.
Wang, Y., Guan, H., Ma, L., Luo, J., Chu, C., Hu, M., Zhao, G., Men, W., Tan, S., & Gao, J.-H. (2023). Learning to read may help promote attention by increasing the volume of the left middle frontal gyrus and enhancing its connectivity to the ventral attention network. Cerebral Cortex, 33(5), 2260–2272.
Winnie, W., Leong, H. J., Badiozaman, I. F., & Yap, A. (2023). Negotiating the challenges in speaking English for Indonesian undergraduate students in an ESL university. Studies in English Language and Education, 10(2), 16.
Wyse, D. (2007). The Good Writing Guide for Education Students (Second Edi). SAGE Publications.
Yi, H., Mo, D., Wang, H., Gao, Q., Shi, Y., Wu, P., Abbey, C., & Rozelle, S. (2019). Do resources matter? Effects of an in‐class library project on student independent reading habits in primary schools in rural China. Reading Research Quarterly, 54(3), 383–411.
Yu, X., Janse, E., & Schoonen, R. (2021). The effect of learning context on L2 listening development: Knowledge and processing. Studies in Second Language Acquisition, 43(2), 329–354.
Aisyah, S. (2023). Challenges and Solutions in Developing Basic Competencies of English Language and Literature students at UIN Alauddin Makassar. UIN Alauddin Makassar.
Anderson, N. J. (1999). Exploring second language reading: Issues and strategies (1st Editio). Heinle & Heinle Publishers.
Anggraen, I. S. (2012). Improving Students’ Speaking Skill Using Direct Interview Type (A Classroom Action Research at the Training Center of Pacific Cruiser in 2011/2012.
Athirah, G. I. (2024). Academic language-related challenges, self-reported proficiency, and academic success at an EMI university in Brunei. Asian Englishes, 26(1), 195–215.
Brainard, R., & Britten, J. (2023). Impact of Deep Reading in Case-Based Learning in Graduate Physiology Students. Physiology, 38(S1), 5783381.
Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. Pearson.
Clark, I. L. (1998). Writing in the center: teaching in a writing center setting (p. 261). Hunt Publishing Company, Iowa.
Cooper, K., Cohen, K., Ghosh, A., & Busch, C. (2023). A brief online single session intervention increases undergraduate confidence speaking out in an active learning physiology course. Physiology, 38(S1), 5735144.
De Jong, N. H., Steinel, M. P., Florijn, A. F., Schoonen, R., & Hulstijn, J. H. (2012). Facets of speaking proficiency. Studies in Second Language Acquisition, 34(1), 5–34.
DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. Sage publications.
Duan, T., & Wu, B. (2023). The Student Self-Assessment Paradigm in MOOC: An Example in Chinese Higher Education. Comunicar: Media Education Research Journal, 31(75), 111–123.
Field, J. (2010). Listening in the language classroom. ELT Journal, 64(3), 331–333.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24.
Heil, J., & Ifenthaler, D. (2023). Online Assessment in Higher Education: A Systematic Review. Online Learning, 27(1), 187–218.
Henseler, J., Ringle, C., & Sarstedt, M. (2015). A New Criterion for Assessing Discriminant Validity in Variance-based Structural Equation Modeling. Journal of the Academy of Marketing Science, 43, 115–135. https://doi.org/10.1007/s11747-014-0403-8
Hessel, A. K., & Strand, S. (2023). Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL). Educational Review, 75(4), 763–786.
Hübner, N., Spengler, M., Nagengast, B., Borghans, L., Schils, T., & Trautwein, U. (2022). When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits. Journal of Educational Psychology, 114(2), 326.
Ihlenfeldt, S. D., & Rios, J. A. (2023). A meta-analysis on the predictive validity of English language proficiency assessments for college admissions. Language Testing, 40(2), 276–299.
Johnson, K. E., & Ma, P. (1999). Understanding language teaching: Reasoning in action. Heinle & Heinle Boston, MA.
Kamaşak, R., & Sahan, K. (2023). Academic Success in English medium courses: exploring student challenges, opinions, language proficiency and L2 use. RELC Journal, 00336882231167611.
Kang, O., Moran, M., Ahn, H., & Park, S. (2020). Proficiency as a mediating variable of intelligibility for different varieties of accents. Studies in Second Language Acquisition, 42(2), 471–487.
Khasanah, S. U., & Safriyani, R. (2021). A correlation study of reading comprehension with speaking skill in English class at vocational high school. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 32–39.
León-Pérez, F., Bas, M. C., & Escudero-Nahón, A. (2020). Self-perception about emerging digital skills in Higher Education students. Comunicar, 28(62), 89–98. https://doi.org/10.3916/C62-2020-08
Mahadi, T. S. T., Husain, F. M., Jaganathan, P., Hassan, A., Fesal, S. N. H. S., & Mohamad, A. (2018). Developing narrative writing skills via a reading programme for low english language proficiency undergraduates. GEMA Online Journal of Language Studies, 18(2).
Olsen, T., & Hunnes, J. (2024). Improving students’ learning—the role of formative feedback: experiences from a crash course for business students in academic writing. Assessment & Evaluation in Higher Education, 49(2), 129–141.
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge.
Rizakhojayeva, G. A. (2022). Towards Encouraging Students’ Public Speaking Skills: Action Research in English Language Teaching. Iasaýı Ýnıversıtetіnіń Habarshysy, 123(1), 71–80. https://doi.org/10.47526/2022-1/2664-0686.06
Rudd, M., & Honkiss, L. (2020). Analysing the correlation between english proficiency and academic performance among thai university students. Athens Journal of Education, 7(1), 122–138. https://doi.org/10.30958/aje.7-1-6
Sarstedt, M., Ringle, C. M., & Hair, J. F. (2021). Partial least squares structural equation modeling. In Handbook of market research (pp. 587–632). Springer.
Shayakhmetova, L., Mukharlyamova, L., Zhussupova, R., & Beisembayeva, Z. (2020). Developing Collaborative Academic Writing Skills in English in CALL Classroom. International Journal of Higher Education, 9(8), 13–18.
Shober, D. (2016). Promoting literacy through reading programmes for first-year university students. Reading & Writing-Journal of the Reading Association of South Africa, 7(1), 1–7.
Smith, J. A., Bell, S. M., Philippakos, Z. A., & Park, Y. (2023). Investigating the Relationship between Perceptions of a “Good Reader” and Reading Performance among Elementary and Middle School Students: An Exploratory Study. Reading & Writing Quarterly, 39(3), 212–227.
Subekti, D. A. (2018). The Influence of English Writing Skill Toward Writing Achievement for the Third Semester Students Between Member and Non-Member In English Club of English Education Department of IAIN Salatiga in the Academic Year 2018/2019. IAIN SALATIGA.
Sun, P. P. (2022). Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation. Tesol Quarterly, 56(4).
Valero, D., Keller, A. C., & Hirschi, A. (2019). The perceived influence of role models and early career development in native and migrant youth. Journal of Career Development, 46(3), 265–279.
van Ginkel, S., Gulikers, J., Biemans, H., & Mulder, M. (2017). Fostering oral presentation performance: does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor? Assessment & Evaluation in Higher Education, 42(6), 953–966.
Wang, Y., Guan, H., Ma, L., Luo, J., Chu, C., Hu, M., Zhao, G., Men, W., Tan, S., & Gao, J.-H. (2023). Learning to read may help promote attention by increasing the volume of the left middle frontal gyrus and enhancing its connectivity to the ventral attention network. Cerebral Cortex, 33(5), 2260–2272.
Winnie, W., Leong, H. J., Badiozaman, I. F., & Yap, A. (2023). Negotiating the challenges in speaking English for Indonesian undergraduate students in an ESL university. Studies in English Language and Education, 10(2), 16.
Wyse, D. (2007). The Good Writing Guide for Education Students (Second Edi). SAGE Publications.
Yi, H., Mo, D., Wang, H., Gao, Q., Shi, Y., Wu, P., Abbey, C., & Rozelle, S. (2019). Do resources matter? Effects of an in‐class library project on student independent reading habits in primary schools in rural China. Reading Research Quarterly, 54(3), 383–411.
Yu, X., Janse, E., & Schoonen, R. (2021). The effect of learning context on L2 listening development: Knowledge and processing. Studies in Second Language Acquisition, 43(2), 329–354.