Insights From Lecturers And University Administrators On The Correlation Between Integrating Simulated Learning Strategies And Increasing The Performance Of Undergraduates In Foreign Language Education

Abstract

This study gained insights from lecturers and university administrators on the correlation between integrating simulated learning systems and increasing the performance of foreign language undergraduates in foreign language education. The study focused on interrogating university lecturers and university administrators on how simulated learning strategies can enhance foreign language learning. A total of 263 lecturers and university administrators participated in the study and data was obtained through a digitally distributed questionnaire. Two research questions underpin the study analysis wherein a hypothesis was developed from the second research question. The findings about the first research question suggest that over 74% of the study population acknowledge the complete integration of simulated learning techniques in foreign language education within their respective classrooms. The majority of the study sample, over 82%, demonstrated a positive attitude towards the utilization of simulated learning tools as a means to facilitate interactive exercises and provide feedback aimed at improving foreign language pronunciation among students. The findings further revealed that the increase in the performance of undergraduates in foreign language courses taught through simulated learning serves as evidence of the effectiveness of this pedagogical approach. This serves as evidence that the utilization of simulated learning systems, as tested by lecturers and observed by administrators, is significantly correlated with the enhancement of foreign language proficiency. The majority of the study population, specifically 92%, acknowledged possessing empirical evidence from foreign language courses that utilized simulated learning. This finding suggests that the academic performance of students who went through simulated learning was greater than those who went through traditional methods.