THE IMPACT OF ENGLISH LANGUAGE PROFICIENCY ON ACADEMIC PERFORMANCE WITH THE MEDIATING EFFECT OF CHOICE OF LEARNING APPROACHES: THE CASE OF A MANAGEMENT FACULTY OF A SRI LANKAN UNIVERSITY

Abstract

The purpose of this paper is to examine the impact of English language proficiency (ELP) on academic performance with the mediating effect of the choice of learning approaches of students. The study is based on the final year students of a management faculty of a Sri Lankan university. In the study, ELP was measured using the grades for both G.C.E. Advanced Level General English Examination and Business Communication Examination of the first year, first semester at degree level. The choice of learning approaches was divided into two as the Surface Learning Approach (SLA) and the Deep Learning Approach (DLA), which were measured by 20 indicators of the revised twofactor study process questionnaire (R-SPQ-2F). The academic performance was measured using the GPA of students. The relationships among these variables were examined using the Partial Least Squares Structural Equation Modelling (PLS-SEM) analysis. The study found that most students prefer SLA than DLA in their academic studies at the university. Further, the study showed a significant positive relationship between the ELP and academic performance with a partial mediation effect of choice of learning approach on this relationship. The findings of the study are useful for university administrators and academics in educational reforms and the undergraduates to understand the impact of ELP on their learning approach and academic performance