Impact of Multilingualism on Undergraduates’ Spoken English: a Focus on a Budding University in Ekiti State

This study investigated the factors influencing spoken English proficiency among university students in Ekiti State, Nigeria, within a multilingual context. The primary aim was to examine the impact of students' language attitudes and language use patterns on their spoken English proficiency, identify the challenges they face in maintaining fluency, explore the relationship between spoken English proficiency and academic performance/social mobility, and recommend effective strategies for improving spoken English. A total of 193 respondents from two public universities in Ekiti State participated in the study. These are at Bamidele Olumilua University of Education, Science and Technology (BOUESTI), Ikere-Ekiti, Ekiti State where undergraduate students from various academic disciplines, providing a diverse sample in terms of gender, academic standing, and linguistic background. The study employed a descriptive survey research design, utilizing a structured questionnaire to collect data. Data collected were analyzed using descriptive statistics, including mean scores and standard deviations, to present an overview of the respondents' perceptions and experiences. The findings revealed that students' attitudes towards speaking English and their language use patterns had a moderate impact on their spoken English proficiency. Many students acknowledged that their attitude towards English influenced their fluency, with most respondents indicating a preference for using their native language in informal settings. Despite these attitudes, students noted that they did not consistently use English outside the classroom, which affected their spoken English skills. Pronunciation difficulties, lack of exposure to English- speaking environments, and language anxiety were identified as major challenges to fluency.These challenges were particularly pronounced in the multilingual context of Nigerian universities, where students often have to navigate between their native languages and English. Furthermore, the study found that students believed their spoken English proficiency directly influenced their academic performance and social mobility.Students who were more proficient in spoken English perceived themselves as more successful in academic settings, particularly in class discussions, and were more confident in their social interactions. Lastly, the study highlighted that student favoured interventions such as peer-led conversation groups, access to digital language learning resources, and regular feedback from lecturers as effective strategies for improving spoken English proficiency.