Empowering EFL Learners: A Multilayered Deep Learning Framework for EMI Universities
DOI:
https://doi.org/10.17507/jltr.1601.16Keywords:
EFL learners, EMI institutions, eclectic multilayered, deep learning modelAbstract
The globalization of English has significantly impacted its teaching and learning enterprise at universities in the non-native context in an unprecedented proportion. However, concerns have been voiced that school exit levels in English competency do not match higher education entry requirements (Coleman et al., 2018). This research, conducted by the Faculty of Language Studies (FLS) at the Arab Open University (AOU), investigates the needs of new EFL entrants in higher education institutions that use English as the medium of instruction (EMI). It aims to identify effective teaching-learning methods that create favorable conditions for students' success. It also aims to integrate theories that anticipate challenges and propose solutions. The study collected data from 11298 EFL learners and 105 tutors across the University’s campuses in eight Arab countries. Both quantitative and qualitative analyses indicate a critical need for a tailored, multilayered EFL deep learning framework to tackle the intensity of the problem. To address this gap, the research team collaborated with the authors of the new C21 curriculum to incorporate the findings into the curriculum, thereby addressing the linguistic and extralinguistic challenges faced by students using the previous curriculum. The study concludes that implementing the proposed modifications can establish a progressive teaching and learning model tailored for EFL learners in higher education.
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