An Investigation into the Connection between Language Proficiency and Text Analysis Abilities in English Learners

Abstract

This study’s objective is to evaluate whether or not there is a correlation between students’ command of the English language and their analytical prowess with regard to written material. Through quantitative and qualitative study on students with varied degrees of linguistic proficiency, it has been found that an increase in one’s level of linguistic competence is strongly and favorably associated with an increase in one’s ability for textual analysis. This discovery was made on students with varying levels of linguistic proficiency. Learners who have a higher degree of language competency are able to more effectively absorb vocabulary, grammatical structure, and logical links in the discourse when reading and interpreting English texts. This is because they have a better understanding of the English language. As a consequence of this, they are capable of performing text analysis in a manner that is both more effective and more accurate than before. This article’s goal is to give instructional strategies for learners of all language levels in order to optimize the process of strengthening those learners’ ability to evaluate texts. The target audience for this article is learners of all language levels. When these strategies are utilized, educators will be provided with practical recommendations that will assist them in more effectively directing students toward mastery of the basic text analysis skills. The outcomes of this study may, in some way, have an impact on the educational practice of teaching English as a second language.