Modest Insights from Grammar to Growth: A Neutrosophic Numbers Model for Measuring English Teaching Outcomes in University Contexts in a Preliminary Approach

Abstract

 English language instruction in higher education plays a pivotal role in shaping 
students’ academic and professional success. As global communication becomes increasingly 
interconnected, universities must ensure their English teaching strategies meet high standards of 
effectiveness and relevance. This study introduces a multi-criteria framework to evaluate English 
teaching outcomes, encompassing eight distinct criteria such as linguistic development, 
communicative confidence, and critical thinking enhancement. By comparing seven alternative 
course models implemented across universities, the research identifies strengths and gaps within 
current practices. We use the WASPAS method as a MCDM approach to rank the alternatives. 
The WASPAS method is used under neutrosophic numbers to overcome uncertainty and vague 
information. The outcomes offer actionable insights for educators and institutions aiming to 
elevate the quality of English language education and its alignment with student needs and global 
demands.

DOI: 10.5281/zenodo.15229630