Which European country speaks the worst English, and why?

Map of Europe/ File: GIS Geography

The EF English Proficiency Index shows that Italy performs significantly worse compared to many of its European neighbours. While Italy ranks 36th globally, countries such as Hungary (15th), Romania (16th), and Greece (22nd) achieve noticeably better results.

The report suggests that one of the main reasons behind Italy’s low performance is the way English has traditionally been taught in schools. For years, English was not treated as a practical everyday skill, but rather as an academic subject focused heavily on grammar rules. As a result, students often lack confidence in speaking and real-life communication.

Another factor highlighted in the analysis is education funding. Italy is described as one of the lowest spenders on education in Europe, allocating around 3.8% of its GDP. In comparison, Germany spends 9.3%, while the United Kingdom allocates 11.3%. Experts argue that this gap has a direct impact on the quality of language education.

The article also points to cultural and institutional attitudes. English has not always been seen as a priority skill in Italy, and this attitude is reflected in both political discourse and the education system. Critics say this has slowed down the country’s adaptation to English as a global lingua franca.

Economic arguments are also raised in the report, with data suggesting a link between English proficiency and higher GDP per capita. Countries with stronger English skills tend to perform better economically, particularly in global trade and international business.

Education reforms and attempts at internationalisation have also faced resistance. One example mentioned is a legal case involving the Polytechnic University of Milan, which had attempted to introduce English-only courses to improve international competitiveness. The decision was later challenged in court, with judges ruling that it could disadvantage students who do not speak English. Following the ruling, the university stated that while English-medium teaching supports internationalisation, it should not come at the expense of equal access to education.

Overall, the report concludes that Italy’s weak English performance is not the result of a single factor, but a combination of teaching methods, limited investment in education, and resistance to change within institutions.