Exploring the Relationship between Higher Education Students’ Prior English Proficiency, Academic English Self-efficacy and Online Engagement

This study examined the relationship between Malaysian pre-university students’ Prior English Proficiency, Academic English Self-efficacy and their Online Engagement using a mixed-method approach. Quantitative results showed a moderate positive correlation among all variables, but no mediating effects of Prior English Proficiency and Academic English Self-efficacy were found. In addition, qualitative findings indicated that students from different English proficiency levels had similar interaction experiences with peers, instructors and content with minor differences. The results suggest that all students regardless of English proficiency, can benefit from high levels of interaction, providing valuable insights for students, higher education institutions, educators and course designers.