Abstract
This study attempted to examine the relationship between English proficiency, academic achievement and student satisfaction with teacher feedback. The study employed a mixed method approach. Using a purposive sampling technique, a sample of 600 under-graduates of social sciences and humanities from two public sector universities of Pakistan was drawn. A selfdeveloped questionnaire that comprised of 26 items was used for data collection. It measured student satisfaction on teacher feedback. A pilot study on a sample of 50 respondents showed the Cronbach alpha value to be .80 indicating a good reliability. Semester results of currently enrolled students in one English subject and one general subject were obtained. Using SPSS V. 20, bivariate linear correlation was examined. It was found that English proficiency was moderately but significantly correlated with academic achievement (Pearson r=.488). Both English proficiency and academic achievement had mildly negative, however, statistically significant relationship with satisfaction (p< 0.05). The regression analysis showed that English proficiency explained 23% of variability in academic achievement. University type had a significant effect on student English proficiency, academic achievement and student satisfaction. To ensure that the findings become more meaningful, a semi-structured observations protocol was also used. Overall, 108 observations were made in different classes during sessions. Expert supervisor and five other senior faculty members validated the observation protocol. The qualitative analysis from the observations showed that on average, four students in each class preferred speaking in English while interacting with their teachers. Overall, teacher feedback was more content-knowledge oriented than that of English proficiency
Kamal ud Din, Muhammad Saeed. (2018) Relationship between University Students’ English Proficiency, Academic Achievement and their Satisfaction on Teacher Feedback, Bulletin of Education & Research, Volume 40, Issue 3.
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