<![CDATA[This study investigates the relationship between English language proficiency and academic performance among 635 pre-university students where English language is the Medium of Instruction (EMI). Participants in this study are consists of students from three programs: Information Technology (IT), Science, and Agriscience. English proficiency was measured using students’ SPM English results, while academic performance was assessed through their Cumulative Grade Point Average (CGPA). Independent and paired samples -tests, along with Pearson’s correlation analyses, were conducted in Python. Guided by Spearman’s “g” factor theory of intelligence, this study hypothesized that higher English proficiency will predict higher CGPA outcomes. This study also aims to analyze other factors; (1) gender and (2) family socio-economic background t This study investigates the relationship between English language proficiency and academic performance among 635 pre-university students where English language is the Medium of Instruction (EMI). Participants in this study are consists of students from three programs: Information Technology (IT), Science, and Agriscience. English proficiency was measured using students’ SPM English results, while academic performance was assessed through their Cumulative Grade Point Average (CGPA). Independent and paired samples -tests, along with Pearson’s correlation analyses, were conducted in Python. Guided by Spearman’s “g” factor theory of intelligence, this study hypothesized that higher English proficiency will predict higher CGPA outcomes. This study also aims to analyze other factors; (1) gender and (2) family socio-economic background that might affect the performance of English language skills and academic performance. The findings reveal a significant positive correlation between English language performance and academic performance ( ). No significant correlation was found when examining gender ( ) or family socio-economic background ( ), although disparities emerged, with students from lower-income families achieving lower CGPAs despite similar English SPM scores. These findings highlight the influence of socio-economic factors and emphasize the need for targeted educational interventions, notably to support students from disadvantaged backgrounds. hat might affect the performance of English language skills and academic performance. The findings reveal a significant positive correlation between English language performance and academic performance ( ). No significant correlation was found when examining gender ( ) or family socio-economic background ( ), although disparities emerged, with students from lower-income families achieving lower CGPAs despite similar English SPM scores. These findings highlight the influence of socio-economic factors and emphasize the need for targeted educational interventions, notably to support students from disadvantaged backgrounds.]]>
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