Hybrid Fuzzy–Neural Model for Assessing and Enhancing EFL Learner Proficiency in Higher Education

More and more, universities around the world are having trouble meeting the needs of their varied student bodies, increasing the percentage of students who graduate, and preparing them for a career in which they can continue to learn throughout their lives. It is of the utmost importance to focus on improving the study abilities and academic competencies of EFL students in this regard. Using a pedagogical and computational strategy, this study seeks to evaluate and improve EFL learners' competency in higher education. Using a pretest-posttest control group approach, a learning environment was created and
evaluated for its effect on the abilities of first-year students. Significant gains in learning competence and academic accomplishment were observed in the experimental group after an emphasis on two fundamental self-regulation abilities. A Type-2 Fuzzy SVM classifier was created to evaluate student
progress in addition to data pretreatment methods like scaling, normalization, and feature selection. Compared to other methods, the model's accuracy of 95.66% was superior. Results show that students' success and readiness for future learning can be improved when self-regulated learning methodologies
are combined with intelligent computational models to teach English as a foreign language. English language proficiency assessment process[2].
Furthermore, earlier study in the field of EFL instruction has shown that students face substantial obstacles when trying to cultivate qualities like self-management, self-motivation, and self-control. Studies has demonstrated that EFL students frequently face challenges with organizing their time, creating
clear objectives, and consistently engaging with course materials, especially in online settings like gamified LMS[3]. In addition, factors like cultural background, language proficiency, and individual interests impact the levels of
intrinsic motivation among EFL learners, according to study. The effectiveness of gamification tactics inside LMS may vary depending on the preferences and experiences of individual learners, but they show promise in increasing
motivation through the use of rewards and feedback mechanisms.

Keywords— English as a foreign language (EFL), Learning Management Systems (LMS), Grade Point Average (GPA), Type-2 Fuzzy Support Vector Machine (SVM).