Determinants of Students’ Mastery of English Language as the Medium of Instruction in Rwandan Universities

Abstract

This study sought to investigate the determinants of students’ mastery of the English language as the medium of instruction in Rwandan universities. The study adopted a convergent parallel design (mixed approach). This allowed the researcher to get an in-depth insight into the factors that influence students’ success with English as the language of instruction in universities in Rwanda. This research was anchored on Lee Shulman’s Pedagogical Content Knowledge (PCK) theory and Brian Tomlinson’s Language Material Development (LMD) theory. Five chosen universities from various districts of Rwanda, including Karongi, Rubavu, and Nyamasheke, participated in the study. The study involved 8121 participants, but a smaller group of 381, including 354 students and 27 lecturers, was chosen for in-depth analysis. The researcher used a combination of purposive and random sampling techniques to select this representative group, following Yamane’s formula to determine the appropriate sample size. Data collection relied on a structured questionnaire with Likert-scale options, one-on-one interviews, and document analysis. Statistical methods were used in the data analysis for the quantitative research. The numerical data was presented and summarized using descriptive statistics, and conclusions and population-wide generalizations could be made using inferential statistics. The study also explored how different factors (variables) might influence each other. A computer program called IBM SPSS Statistics 2022 helped analyze the numerical data (percentage, averages, etc.) and identify potential connections between these factors. It was found that Rwandan university students who benefit from qualified teachers, high-quality learning materials, a supportive social and linguistic environment, their age when learning the language, and a strong foundation in English from pre-university education achieve significantly higher levels of English language mastery. All these factors were shown to have a positive and statistically significant impact (p-value 0.05), suggesting that they play a crucial role in successful language learning at the university level. The study calls for a two-pronged approach to improve English language skills among students. First, it recommends the Ministry of Education implement comprehensive language programs that nurture a language-rich environment. This environment should encourage students to develop all their language skills, such as reading, writing, speaking, and listening. Second, the study emphasizes the role of teachers in creating a similar English-rich environment in their classrooms. By incorporating authentic English-language materials, teachers can further boost students’ English proficiency.