Triangular OverConorm with MCDM Methodology for Association Between Speaking Proficiency and Self-Assurance in English Language and Literature

Abstract

A multifaceted assessment methodology for English language and literature courses in 
postsecondary educational institutions is presented in this study. The model incorporates 
qualitative and quantitative indicators across six fundamental criteria—Curriculum Design, 
Instructional Quality, Student Engagement, Research Output, Cultural Integration, and 
Language Proficiency Development—in recognition of the variety of educational techniques. 
These criteria are used to evaluate the efficacy of 18 options that reflect different departments, 
instructional approaches, or institutions. The multi-criteria decision-making (MCDM) 
methodology is used to deal with different criteria and alternatives. This study uses the COPRAS 
methodology to rank the alternatives. The triangular OverConorm is used in this study to deal 
with interval values of each criterion and alternatives. The sensitivity analysis is conducted to 
show the ranks of alternatives under different cases. We proposed six cases in weights criteria. 
The results contribute to the continuous improvement of the quality of humanities education by 
illuminating important program strengths and areas for improvement. 

DOI: 10.5281/zenodo.15243863