The role of international students’ English language proficiency has been extensively researched to understand its impact on academic achievement in English-medium universities, mainly because of students’ non-English-speaking backgrounds. However, the relationship between language proficiency and academic achievement among English-speaking-background students remains under-researched, especially in multilingual societies, such as Singapore. The present study explored the relationship among university students’ previous academic experience, English language proficiency, and their current academic performance within a sample of 514 Singaporean students (252 females and 262 males). Findings showed that students’ proficiency scores significantly predicted their current grade point average (GPA) with their prior academic performance being controlled. Moreover, proficiency scores significantly strengthened the association between students’ prior academic performance and their current GPA. Finally, academic discipline showed a marginally significant moderating effect in the relationship between proficiency scores and current GPA. Implications and limitations of the study are discussed.

国际学生英语语言能力的作用已被广泛研究，以了解其对英语中等大学学术成就的影响，主要是因为学生的非英语背景。然而，英语背景学生的语言能力和学业成绩之间的关系仍然没有得到充分研究，尤其是在新加坡等多语言社会。本研究以 514 名新加坡学生（252 名女性和 262 名男性）为样本，探讨了大学生以前的学术经历、英语语言能力和他们目前的学习成绩之间的关系。研究结果表明，学生的熟练程度分数显着预测了他们当前的平均成绩（GPA），而他们之前的学习成绩受到控制。此外，能力分数显着加强了学生之前的学习成绩与他们目前的 GPA 之间的关联。最后，学科在能力分数和当前 GPA 之间的关系中显示出略微显着的调节作用。讨论了该研究的意义和局限性。