English with Uneven Foundations: A Qualitative Study on the Diversity of English Proficiency Among University Students

Abstract

This qualitative study explores the diversity of English language proficiency among university students enrolled in the English Education Program in Sorong, Southwest Papua Indonesia. The research aims to investigate the extent of proficiency variation, identify its root causes, examine its impact on classroom dynamics, and document coping strategies used by both students and lecturers. Data were collected through semi-structured interviews, classroom observations, and field notes. Findings reveal a wide range of English skills among students, from those with minimal ability to those at advanced levels. The diversity is largely attributed to inconsistent English learning backgrounds, particularly between students from rural and urban areas, with rural students often having limited access to qualified teachers and meaningful language practice. The variation in proficiency levels has led to instructional challenges, including disengagement among less-proficient students and dominance by more advanced peers. Both students and lecturers employed adaptive strategies such as the use of digital tools, informal peer learning, and modified teaching methods. However, these efforts were mostly unstructured and reactive. The study highlights the urgent need for institutional support, such as foundation classes and differentiated instruction, to ensure equitable learning opportunities. The findings contribute to a deeper understanding of language learning disparities and offer practical implications for English teaching in diverse classroom settings.