Abstract
This study evaluates the English language proficiency and curriculum effectiveness among foundation year students at Puntland Universities, with a specific focus on the University of Bosaso. Utilizing a mixed-methods approach, data were collected from 214 students through questionnaires and from four English instructors via key informant interviews. The findings reveal that while most students rated their English skills as good or fair, speaking and listening emerged as the most challenging areas. The current English curriculum was generally well-received, with over 60% of students acknowledging its positive impact on communication skills and learning materials. However, lecturers noted that the curriculum only partially meets students' academic needs, citing issues such as limited English use outside the classroom, environmental distractions, and weak foundational education. Challenges such as lack of motivation, poor peer collaboration, and social media distractions further hinder language acquisition. The study recommends enhancing speaking and listening practices, promoting English use beyond the classroom, revising curriculum content, and improving access to learning resources to better support students' language development and academic success.
Keywords
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