Comparative Analysis of English Language Proficiency in Business vs. Technology/Engineering Students

Abstract

This study investigates English language proficiency among students in Business and Technology/Engineering programs. It aims to understand which discipline exhibits higher English proficiency and to explore the differences in language skills between these fields. The research employs descriptive and inferential statistical methods, including the Mann-Whitney U test, to analyze students’ English language proficiency scores in listening and reading. Results indicate that students in Technology/Engineering programs generally outperform those in Business programs in both listening and reading proficiency. The study finds significant disparities within each field; for example, in Business programs, students majoring in Marketing Management show much higher proficiency than those in Accountancy. Similarly, within Technology/Engineering, Civil Engineering students demonstrate higher language proficiency compared to their peers in Information Technology. The study concludes that there is a statistically significant difference in English language proficiency between students in Business and Technology/Engineering programs, with the latter group showing higher overall proficiency. This research provides valuable insights for educators and curriculum developers, suggesting the need for tailored English language support and teaching methods in different academic disciplines.