This master's thesis explores the effects of demographic factors and individual differences on English proficiency among Slovenian university students. The researcher utilized data from the ENRO project. The results indicate that gender, age, and year of study do not significantly impact reading comprehension and grammatical knowledge performance. However, motivation was found to have a significant correlation with reading comprehension. Additionally, self-assessed reading knowledge is linked to reading comprehension scores, while self-assessed speaking and reading knowledge are significantly associated with grammar scores. It is worth noting that certain limitations, including sample representativeness and the lack of verification of participants' first language proficiency, exist within the analysis. This thesis sheds light on the effects of demographic factors and individual differences on English proficiency among Slovenian university students, prompting further ideas for research in this field.
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