Abstract
The purpose of this present study was to determine the predictive role of English proficiency on effective classroom communication using undergraduates from tertiary institutions in the North Central of Nigeria. Two hundred and thirty undergraduates (n=230) were randomly selected from Kogi and Benue states as the participants. Data for the study was collected using a self-report instrument measuring English proficiency and classroom communication as operationalized in the study. Linear regression analysis was conducted on the data, and the result showed that English proficiency statistically significantly predicted classroom communication. The study concludes that English proficiency is a determinant of student-teacher classroom interaction. The practical implications are discussed.
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