‘How to Improve English’ Starts with Assessment or Diagnosis

Students at higher education often look at themselves as equipped.  Of course, they got to be equipped – else they won’t even pass the A-levels and admissions.  However, what shouldn’t escape from these confident students is the fact that they still got ‘potentials.’
Potentials suggest one thing: that those students don’t have everything, in skills, knowledge, or competencies.  And this makes education a tedious journey, geared to improving existing capability, while gaining more.
So what areas do you see yourself improving?  For students not apt with speaking and writing, that would be a move towards learning how to improve English.  Indeed, in between the speaking and writing skill, the medium is an oft-forgotten aspect.  This follows, that if speech and composition are issues, then the trouble could root back in students’ English usage.
Opting to really know how to improve English, students must understand the nature of this move.  To facilitate such comprehension means to conduct an initial assessment or a diagnosis.  Though it is possible to conduct a self-assessment, the best and unbiased feedback may come from another person.
At this rate, students could call on tutors, skill coaches, or organisations for more comprehensive detail.  Students could either take some form of diagnostic English quiz, essays, or simply bring their prior works for the written skills check.  For the speaking aspect, students may also participate in a variety of assessment-designed speech exercises.  
This first step is crucial for students’ English improvement; as it is, the findings of the assessment/diagnosis could be useful in targeting the next moves for devising a scheme on how to improve English.  Hence, students should opt to fully engage themselves in the assessment/diagnostic activity.
Perhaps, there’s no absolute and full state of being equip; oftentimes, as soon as one finishes improvement, another demands to be learned.