The Influence of English Language Proficiency and Motivation On Oral Communication Skills at University Level

Abstract

Oral communication skills are widely recognized as a fundamental component of academic success, professional competence, and effective participation in higher education. Despite increased emphasis on English as the medium of instruction in many universities, a considerable number of students continue to encounter difficulties in communicating confidently and effectively in English. These challenges are frequently associated with variations in English language proficiency and learner motivation, both of which are considered essential determinants of successful language learning and communication. This study investigated the impact of English language proficiency and motivation on oral communication skills among university students. Employing a quantitative cross-sectional survey design, the research targeted undergraduate students using a structured questionnaire based on a five-point Likert scale. A sample of 200 participants was selected through an appropriate probability sampling technique to ensure adequate representation. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS), incorporating descriptive statistics, reliability analysis, Pearson correlation, and multiple regression to examine the relationships among the study variables and test the proposed hypotheses. The study hypothesized that both English language proficiency and motivation have positive and statistically significant effects on students' oral communication skills, individually and collectively. The findings  contribute to the growing body of knowledge in English language education by providing empirical evidence that can inform language teaching practices, curriculum development, and institutional policies aimed at enhancing students' communicative competence and academic performance in higher education.