From Chalkboards to Cultural Relevance: A Mixed-Methods Study on ELL Support in Post-Conflict Higher Education

This study investigates the relationship between access to institutional resources and student satisfaction among English Language Learners (ELLs) at the English Language and Literature Department of X University, a post-conflict, resource-constrained higher education setting. Employing a mixed-methods approach, the research integrates quantitative data from surveys and academic writing tests with qualitative insights from classroom observations, focus groups, and semi-structured interviews. Spearman correlation analyses revealed a weak but statistically significant positive relationship between student satisfaction and access to online learning platforms (ρ = 0.184, p < .05) and language labs (ρ = 0.127, p < .05), while access to library resources (ρ = 0.082, p = .095) and textbooks (ρ = 0.041, p = .412) showed minimal or no significant association. Qualitative findings reinforced these results, with students reporting outdated materials, limited lab availability, frequent power outages, and heavy reliance on lecture-based instruction. The study further found that scaffolded instruction improved student writing scores by 22% (ρ = 0.286, p < .001), and culturally responsive teaching increased engagement by 15%. Despite their effectiveness, these strategies remain underutilized due to a lack of faculty training and institutional support. The findings underscore the need for comprehensive reforms, including investment in infrastructure, professional development in inclusive pedagogy such as Universal Design for Learning (UDL) and Culturally Responsive Teaching (CRT), and curriculum revisions to incorporate local cultural content. These interventions are crucial for enhancing English language education and promoting academic equity in post-conflict and low-resource university settings.