Innovation in Language Learning

In contemporary educational landscapes, a primary concern among educators, syllabus designers, and curriculum developers is the prevalence of subpar academic performance. This issue is particularly exacerbated in non-English speaking counties where English serves as the medium of instruction in tertiary education, yet students receive a limited exposure to English prior to commencing their studies. To investigate the underlying causes of poor academic performance among students in non-English speaking countries such as Oman, a comprehensive analysis of 151 essays penned by students who enrolled in the Post Foundation program at University of Technology and Applied Science-Salalah was conducted. The contributing factors to students’ low academic achievements were categorized into four primary domains: students-related factors, teacher-related factors, family-related factors, and other factors such as marriage, toxic friendship, and transportation problems. The findings of this analysis revealed that while student-related factors exert the most significant influence, teacher-related factors exhibit the least impact.