Assessing the Impact of English Writing Proficiency on Academic Performance: A CEFRL-Based Study of CA Students

Abstract

This research article delineates the impact of writing proficiency in English on the academic performance of Chartered Accountancy students. The research study has considered the Common European Framework of Reference for Languages (CEFR) to assess and evaluate the data collected for this research. The participants involved were selected through the convenience sampling technique. Subsequently, the data collected has been analyzed through qualitative content analysis to ascertain the writing proficiency of students in English, as guided by the Common European Framework of Reference for Languages (CEFR). This research finds that the students with high and intermediate levels of writing skills performed relatively better in their academics as compared to those who had a low level of writing skills. The study concludes that there is a robust relationship between writing proficiency in English and the academic performance of Chartered Accountancy students.