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
