Studies in different parts of the world have shown a strong relationship between language proficiency

and performance (Carroll-Boegh, 2005; Hellekjaer, 2004; Tella, Räsänen & Vähäpassi, 1999). For
instance, in a study to determine the effects of language on performance in physics, it was found that
although students reported that they experienced little or no difference between their Swedish and
English classes, in the latter they would ask as well as answer significantly fewer questions. They were
less able to simultaneously take notes and follow what was said, which they made up for by spending
more time reading materials in advance, and asking the lecturer questions after class (Carroll-Boegh,
2005).