Graduates’ English communicative competence and its impact on academic success: Implications for EFL learning in Bangladeshi public universities

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Mixed-methods analysis reveals significant gaps in English for academic purposes among graduates, indicating need for curriculum reforms.

Graduates' self-rated English skills often mismatched their actual academic needs, impacting performance significantly.
Over 60% of graduates reported deficiencies in speaking and writing, hindering tasks like essay writing and presentations.
Mixed-methods research involving surveys and interviews identified instructional and curricular gaps in EFL programs.
These findings highlight the need for skill-based EFL instruction to enhance academic success and professional readiness.

Karmaker et al. (2025) studied this question.

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