Academic English Language Competency: Abilities and Obstacles at Bamyan University

Abstract

This study investigates the disparities in English language proficiency among students at Bamyan University, focusing on differences across various faculties. Utilizing a quantitative research methodology, data was collected through a standardized English proficiency test and a questionnaire assessing students' perceptions of their language abilities and challenges. There was a 3,734 population and, 392 a sample size was taken with a robust sampling strategy. The data was analyzed using the SPSS 26 version. Statistical tests, including ANOVA and Tukey tests, revealed significant variations in proficiency levels, with students in the Agriculture and Education faculties outperforming those in the Sharia Law faculty. The findings also highlighted writing skills as the most prominent challenge faced by students, supported by Chi-Square analysis. Conversely, the hypothesis suggesting a correlation between students' age and English proficiency was not supported, indicating that age may not be a significant factor. These results underscore the need for targeted interventions to improve English language skills, particularly in faculties with lower proficiency levels. Recommendations include tailored language programs, peer support initiatives, and faculty-specific workshops to address identified challenges. This study contributes to understanding academic English proficiency at Bamyan University and provides actionable insights for enhancing language education across faculties.