THE ROLE OF ENGLISH COMMUNICATION SKILLS IN ENHANCING ACADEMIC ACHIEVEMENT IN PROFESSIONAL COLLEGES

Abstract

The role of English communication skills in academic achievement has gained increasing importance, particularly in professional education. This study aims to explore the relationship between English language proficiency and academic success among Engineering students at a college in Shirpur. With English becoming a primary medium of instruction in higher education, its proficiency is often linked to better academic outcomes, particularly in professional programs like Engineering and Technology. The study focuses on 50 Engineering students, using secondary data including academic records, English proficiency scores, and responses from a student survey. The primary objective is to determine whether there is a significant correlation between English communication skills and students’ academic performance. Secondary data on students’ GPAs and English proficiency levels are analysed to assess this correlation. Additionally, a survey is conducted to gather self-reported data on the students' perceptions of their English proficiency and its impact on their academic work. The results of the study are expected to show a positive correlation between higher English proficiency and better academic performance, with students who have stronger English communication skills likely performing better in coursework, assignments, presentations ,group discussion and exams. This could be attributed to improve comprehension of course materials, better participation in discussions, and enhanced confidence in academic writing. The study highlights the importance of English communication skills not only for academic success but also for preparing Engineering students to effectively communicate in their future career roles. The findings aim to provide recommendations for Engineering colleges to implement language improvement programs that enhance English proficiency among their students, which could lead to better academic outcomes and professional readiness. The study is limited by its sample size of 50 students and the specific context of one college in Shirpur, suggesting that broader research across multiple colleges would be valuable for further validation. Ultimately, the study emphasizes the need for focused interventions to improve English language skills in teacher education programs.