First-Year University Students’ English Proficiency: an Analysis of Trends and Areas for Improvement

Abstract This study examines the English language proficiency of first-year university students from three entry cohorts (2022–2024) using data from the institutional English Proficiency Test (EPT). It evaluates overall performance, compares proficiency across admission pathways, faculties, and study programs, and maps achievement levels to the Common European Framework of Reference for Languages (CEFR). The results reveal persistently low average EPT scores (360 to 362), with approximately 90 to 95% of students scoring below 400, indicating limited readiness for academic engagement in English. Students admitted through the Test pathway consistently outperformed those from the Achievement and Independent pathways. At the faculty and program levels, higher proficiency was observed among students in Medicine and Health Sciences, Informatics Engineering, and International Relations, while Agriculture and Animal Science recorded the lowest scores. Subtest analysis shows Grammar as the weakest skill, followed by Reading, with Listening demonstrating relatively stronger performance. CEFR alignment indicates that most students are at A1–A2 levels, with fewer than one-quarter reaching B1–B2. These findings highlight uneven English preparedness and underscore the need for targeted, pathway- and discipline-specific language support to strengthen academic success and institutional internationalization efforts.