Impact of English Language Proficiency, Multilingualism and Perceived Language Difficulties on International Student's Academic Performance in Iraq

Abstract

The ability of international graduates to grasp a foreign language has become increasingly important as the demand for English-speaking workers has grown worldwide. To this end, several strategies for encouraging the use of English in academic settings have been implemented. International students' academic success may suffer if colleges refuse to recognize English as their first language. As a result, the current study's purpose is to assess the impact of English language ability, multilingualism, and perceived linguistic challenges on international students' academic achievement (GPA). Data was gathered for this purpose from three foreign colleges in Iraq. The results of the multiple regression show that multilingualism and English language proficiency significantly impact students' academic performance (GPA) while speaking, reading, and listening skills, as well as writing difficulty, are unimportant factors. Speaking, reading, and listening difficulties are among the four perceived language difficulties (GPA). According to the study's results, most respondents valued English fluency while managing a university's academic atmosphere. The research may also assist the researchers in developing their current study to raise the significance of their work.