Perceived Listening, Reading, and Writing Skills as Predictors of Academic Grades among Undergraduates in Sri Lanka

Abstract

English language proficiency plays a decisive role in academic achievement in higher education systems where English functions as a second language. In Sri Lanka, English is widely used as the medium of instruction across disciplines, yet undergraduates enter university with varied levels of competence in core language skills. This study examines the relative influence of perceived listening, reading, and writing skills on undergraduates’ academic grades in Sri Lankan public universities. Using a mixed-methods research design, data were collected from 400 undergraduates representing four major universities in Sri Lanka. Quantitative findings from correlation and multiple regression analyses reveal that perceived reading proficiency is the strongest predictor of academic performance, followed by perceived writing and listening. Qualitative insights further explain how assessment structures, teaching practices, and language anxiety mediate this relationship. The findings provide evidence-based guidance for curriculum design, language support programs, and policy decisions in Sri Lankan higher education.