Abstract
English language proficiency plays an important role in students’ participation and achievement in tertiary education, particularly in contexts where English serves as the principal language of instruction, assessment, and academic communication. This article examines the relationship between English language proficiency and academic performance among students in tertiary institutions, with particular attention to the Nigerian context. The article discusses English language proficiency as an integrated set of listening, speaking, reading, and writing skills required for effective engagement with academic activities. It further examines how proficiency may influence students’ understanding of lectures and academic instructions, reading and comprehension of academic materials, academic writing, classroom participation, and examination performance. The article also considers factors that may influence students’ English proficiency, including educational background, home and social environment, reading habits, teaching methods, access to learning resources, and students’ motivation and attitudes. In addition, it identifies challenges experienced by students with limited English proficiency, such as poor comprehension, weak academic writing, reduced classroom participation, limited academic confidence, dependence on peers, and difficulties in demonstrating knowledge during assessments. The article argues that although English proficiency is not the sole determinant of academic performance, it constitutes an important factor in students’ ability to access, process, and communicate academic knowledge. It recommends the provision of academic English support programmes, writing and language-support centres, interactive teaching approaches, adequate learning resources, regular reading activities, and the integration of language development into students’ academic programmes. Strengthening students’ English proficiency can therefore contribute to more effective participation, improved academic communication, and better educational outcomes in tertiary institutions.