Abstract
This study explores the English language needs of students through a quantitative analytical approach, identifying key areas where learners require support in their linguistic development. By employing structured surveys and statistical analysis, the study examines students’ proficiency levels, challenges, and specific requirements in reading, writing, listening, and speaking. The findings reveal significant gaps in academic and communicative English skills, emphasizing the need for targeted interventions. The study concludes with recommendations for curriculum development, instructional strategies, and policy improvements to enhance English language acquisition among students.
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References (APA)
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