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Statistical testing includes t-test significance (0.05) and Pearson correlation, interpreted through Spearman’s g-factor intelligence framework. Results show significant differences in performance means and a strongly positive relationship (r=0.653).",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Students  \nBy Matthew Rudd􀀍 & Lawrence Honkiss†  \nThe primary objective of this research paper is to examine the relationship between students’ English language proficiency skills and academic performance across unrelated subjects from a sample population totalling 2,026 students at a private university in the surrounding areas of Bangkok. Participants in this research study comprised first, second and third year students from four separate faculties: engineering, business administration, I.T and veterinary science. This study collated English language assessment results and grade point average from all participants to analyse the correlation between the two performance-related variables via t-test significance testing (0.05) and Pearson’s correlation coefficient analysis. On the grounds of Spearman’s \"g\" factor theory of intelligence, this paper worked on the theory that higher English performance outcomes would naturally translate into higher GPA attainments. The t-test results derived from quantitative data indicated that the means of the two sets of performance-related variables were significantly different (p \u003C0.05). However, the correlation coefficient analysis revealed a highly positive relationship between English language proficiency and GPA attainments (r = 0.653), leading to the unequivocal observation that higher English proficiency levels were associated with higher standards of GPA across all measures; (1) year group,(2) gender,(3) faculty, and (4) the entire sample population.  \nKeywords: academic performance, attainment, language, proficiency.  \nIntroduction  \nA number of accounts have long since claimed a positive relationship between foreign language proficiency skills, and the potential to transfer higher degrees of performance into unrelated academic disciplines. Wiley (1985), found that college students who had studied a foreign language at school, namely Latin, German, French or Spanish, could be expected to perform at higher levels in college than their counterparts who were on the same par academically, but had not previously studied a foreign language.  \nResults from a separate research study proposed the positive cognitive benefits of bilingualism on academic performance in a general sense. Kessler & Quinn (1980) at Georgetown University discovered a positive correlation between bilingualism and problem-solving skills in science. They discerned the cognitive advantage of bilingualism afforded to young learners in formulating scientific  \n􀀍Doctoral Student, Philippine Christian University, Philippines.  \n†Academic Coordinator, Philippine Christian University (PCU), Philippines.  \n[https://doi.org/10.30958/aje.7-1-6](https://doi.org/10.30958/aje.7-1-6) doi=10.30958/aje.7-1-6  \nhypotheses and discovering solutions to problems. The findings discovered that bilingual children constantly outperformed monolingual children in the quality of hypotheses generated and in the complexity of written language. One reasoned argument cited from the same source (1980) was that children who participate in bilingual programmes develop two linguistic perspectives and can make the positive interactions of cognitive functioning and language development more fully operative. However, it must be pointed out that bilingual learners naturally acquire two languages, (effectively two L1s), and the innate mental processes of such acquisition are very disparate from those involved in the academic pursuit of a second language.  \nAlthough these findings certainly are of pedagogical interest, one particular distinction must be made. The study relating to the impact of bilingualism on academic performance answers an entirely different category of research questions to those set out in this paper, given that the learning process for second language acquisition (L2) is entirely separate to that of first language acquisition (L1) . No matt","cbCairONYbbVwYwh","https://ap.wps.com/l/cbCairONYbbVwYwh","pdf",825643,15,"English","# Introduction\n# General Intelligence Factor\n# Results and Correlation Analysis","[{\"question\":\"What is the primary objective of this research paper?\",\"answer\":\"To examine the relationship between students’ English language proficiency and their academic performance (GPA) across unrelated subjects.\"},{\"question\":\"How many participants were included, and from which faculties?\",\"answer\":\"The study includes 2,026 students from four faculties: engineering, business administration, I.T, and veterinary science.\"},{\"question\":\"Which statistical methods were used to analyze the data?\",\"answer\":\"The paper uses t-test significance testing (0.05) and Pearson’s correlation coefficient analysis.\"}]","Analysing the Correlation between English Proficiency and Academic Performance among Thai University Students | PDF",1792075487,38]