Investigating the Role of English Language Proficiency on Learner’s Academic Performance in English at G.S. Nyumba, Gishamvu Sector, Huye District, Rwanda

Sosthene Ntibanyurwa; Celestin Barungi; Pascasie Nyirahabineza; Viateur Ndayisaba; Aime Irankunda; Emmanuel Hakizimana

doi:10.51867/AQSSR.2.2.7

Authors

Ntibanyurwa Sosthene University of Rwanda Author https://orcid.org/0009-0006-1246-6133
Barungi Celestin University of Rwanda Author
Nyirahabineza Pascasie University of Rwanda Author https://orcid.org/0009-0001-1901-634X
Ndayisaba Viateur University of Rwanda Author
Irankunda Aime University of Rwanda Author
Hakizimana Emmanuel Institut Catholique de Kabgayi, Rwanda Author

DOI:

https://doi.org/10.51867/AQSSR.2.2.7

Keywords:

Academic Performance, English, Language, English Language Proficiency, Proficiency

Abstract

This study investigated the role of English language proficiency on learner’s academic performance in English at G.S. Nyumba, Gishamvu Sector, Huye District, Rwanda. Utilizing a descriptive research design, the study aimed to evaluate effective strategies for improving English language proficiency, determine challenges faced by learners, and assess the relationship between English proficiency and academic performance. The theoretical framework drew heavily on Second Language Acquisition (SLA) theories, including Cummins' BICS/CALP. Jim Cummins' (2000) BICS/CALP theory differentiates between Basic Interpersonal Communicative Skills (BICS), the everyday language used in social interactions, and Cognitive Academic Language Proficiency (CALP), the more complex language required for academic success. BICS, embedded in context with visual and social cues, develop relatively quickly, while CALP, context-reduced and abstract, takes significantly longer, highlighting the need for targeted support in educational settings to bridge the gap between social and academic language proficiency. A census sampling method was employed, with questionnaires distributed to all 34 students at G.S. Nyumba, resulting in a 100% response rate. Data was analyzed by descriptive statistics. The findings revealed a strong consensus among respondents regarding the implementation of effective teaching strategies, with high agreement on the use of explicit CALP instruction, scaffolded learning, CLIL, vocabulary enhancement, and motivational techniques. However, learners also identified significant challenges, including the BICS/CALP gap, limited English exposure outside the classroom, cognitive overload, language anxiety, and disparities in prior English instruction. Notably, the study confirmed a strong positive correlation between English language proficiency and academic performance (r=0.75, p<0.01), with respondents unanimously agreeing that higher proficiency leads to improved academic outcomes. The findings underscore the crucial role of English proficiency in academic success and highlight the need for targeted interventions to address the identified challenges. This research contributes to a deeper understanding of language-mediated learning in Rwandan schools, specifically at G.S. Nyumba. In conclusion, the data indicates that while educators are implementing effective teaching strategies, persistent systemic challenges hinder optimal English language proficiency development among learners. Recommendations include enhanced language support programs, ongoing teacher training, resource development, and increased opportunities for English usage beyond the classroom. These findings have implications for educators, policymakers, and curriculum developers in Rwanda, aiming to create more equitable and inclusive educational environments.

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