Investigation Into the Relationship Between English Language Proficiency and Students’ Academic Achievement in Literature in English in Senior Secondary Schools in Ezza South L.g.a of Ebonyi State.

ABSTRACT
This investigation explored the intricate relationship between English language proficiency and academic achievement in literature among senior secondary school students. It aims to assess how varying levels of language skills influence students’ understanding, interpretations, and analyses of English literary texts. Utilizing a mixed-methods approach, the study examines quantitative data from standardized assessments and qualitative insights from interviews with students and educators. By analyzing performance metrics alongside language proficiency levels, the research seeks to identify patterns and correlations that highlight the significance of language skills in academic success. Findings aim to inform educational strategies and interventions, facilitating improved literacy outcomes and fostering a deeper engagement with literature in English.