Closing the Gap: An Action Research Study on Synchronizing English Language and Computing Skills Curricula in an Omani General Foundation Program

Abstract

Historically, General Foundation Programs (GFPs) in Oman have delivered Foundation English Language Learning (FEL) and Foundation Computing Skills (FCS) as parallel but non-communicating courses. The June 2025 revision of the Oman Core Academic Learning Outcomes (OCALOs) addresses this separation by mandating an integrated Fundamental Academic Skills (FAS) component. Unlike broader integration models such as CLIL or standalone PBL, this study synchronizes the timing of FCS instruction with the immediate requirements of FEL academic tasks, ensuring computing instruction directly serves academic output requirements. This action research study responds to that mandate by designing, piloting, and evaluating a synchronized curricular model at the School of Foundation Studies (SoFS), National University of Science and Technology (NU).

Using a two-cycle action research design, the study audited existing FEL and FCS syllabi, developed a synchronized delivery plan, and piloted the model across two foundation levels totaling 79 students. Data was triangulated across student artifacts, survey responses, and faculty meeting records to evaluate skill transfer, task coherence, and student reliance on generative AI tools.

The study confirmed measurable skill transfer, improved task coherence, and reduced student reliance on generative AI tools through synchronized delivery and shared assessment criteria. The key finding is that shared marking criteria between FEL and FCS faculty, rather than curriculum redesign alone, is the essential bridge that makes skill transfer successful in practice. This study offers a structural roadmap for Omani HEIs to operationalize the FAS mandate under the revised OAAAQA standards.