This study examines the impact of language proficiency on social integration and academic achievement among non-native speakers in educational settings. Utilizing a sample of 200 participants, the research explores how varying levels of language skills influence students’ grades, sense of belonging, and perceived helpfulness of institutional language support programs. Findings indicate a strong correlation (0.95) between high language proficiency and improved academic performance, with “Very Proficient” and “Proficient” participants consistently reporting higher GPAs than their less proficient peers. Additionally, participants with greater language skills reported feeling more socially integrated, highlighting the role of language in fostering both academic and social success. The study also underscores the importance of targeted language support programs, although feedback on their effectiveness was mixed, with some participants indicating that available resources were insufficient for their needs. Future research should focus on longitudinal studies, a more diverse sample, and specific types of support that are most effective for non-native speakers. By addressing these areas, educational institutions can better tailor their resources to support language proficiency, ultimately contributing to enhanced academic outcomes and smoother social integration for non-native speakers. Overall, the research provides a compelling argument for the integration of comprehensive language support programs, as language proficiency is shown to be a critical factor in both academic achievement and social cohesion within multicultural academic communities. Regression analysis was utilized to determine the strength of relationships between language proficiency, social integration, and academic achievement.
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