English Language Proficiency as a Predictor of Saudi Undergraduates’ Mathematics Scores

Haifa  Al-Amri; Bakri  Awaji

doi:10.36941/jesr-2023-0123

Authors

Haifa Al-Amri Assistant Professor of TESOL, College of Education, University of Bisha, Saudi Arabia
Bakri Awaji Assistant Professor of Mathematics Education, College of Education, University of Bisha, Saudi Arabia

DOI:

https://doi.org/10.36941/jesr-2023-0123

Keywords:

Mathematics achievement, English language proficiency, English-medium instruction, internationalization, higher education, Saudi Arabia

Abstract

Since English has become the medium of instruction in most departments in Saudi universities, English language proficiency has become a critical factor in determining academic success. To examine this relationship, the study investigated the correlation between Saudi undergraduates’ English language proficiency and their achievement in mathematics. It also aimed to examine the moderating role of gender in this correlation. To this end, the study analysed the scores for mathematics and English of 160 Saudi undergraduate students (27 male, 133 female), enrolled in the Preparatory Year Program at Bisha University. The results show a statistically significant correlation between English language proficiency and mathematics scores, with no significant moderating influence of gender. Based on these findings, the study draws some implications for enhancing Saudi undergraduate students’ mathematics competence and performance in mathematics tests.

Received: 24 June 2023 / Accepted: 24 August 2023 / Published: 5 September 2023