INNOVATIVE LEARNING, EXAM CULTURE, AND ENGLISH LANGUAGE PROFICIENCY

Abstract

This research paper explores the impacts of innovative learning practices on English language proficiency among students at higher educational institutions, with a special focus on the issue of exam-oriented academic culture. The quantitative cross-sectional study design used data from 289 undergraduate students at universities in Sindh province. The hypothesized relationships were tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). The outcomes suggest that innovative learning methods, typified by the use of technology, student-centered learning, and active learning, have a significant positive impact on students' English language proficiency. Moreover, culture-based on exams expresses a high direct effect on the language results. Nevertheless, the influence of the exam-oriented culture on moderating the relationship between innovative Learning and English proficiency is not significant. These results suggest that, although innovative pedagogy can benefit language growth, its success can occur without examination-based academic settings. The paper identifies the importance of aligning pedagogical innovation and assessment practices to support the sustainable development of the English language in higher education.