Utilising SWOT Analysis to Improve the School of Foreign Languages

Abstract

This study conducted an in-depth examination of the School of Foreign Languages (SoFL) at a state university, focusing on its dynamics from the perspectives of students, instructors, and internal stakeholders. Following the plan-do-check-act (PDCA) cycle for quality assurance in the SoFL, the research included a thorough analysis of the SoFL's strengths, weaknesses, opportunities, and threats (SWOT) based on the SWOT analysis framework. Data was gathered from 667 students through open-ended questions, and focus group discussions were held with 40 instructors and 8 faculty members. Content analysis was employed to pinpoint patterns and themes within the data, highlighting recurring ideas and topics. The findings indicated that the SoFL excelled in instructional quality but faced challenges with assessment frequency and technological resources. Opportunities for improvement included favourable curricular flexibility, while threats encompassed student dissatisfaction and budget limitations. After this descriptive phase, an action plan was created to improve the SoFL’s effectiveness and tackle the identified areas for enhancement in the 2024-2025 academic year. The recommendations from students, instructors, and stakeholders were instrumental in this phase, helping to address weaknesses and threats while leveraging strengths and opportunities.

Keywords

• English language teaching
• PDCA cycle
• Quality assurance
• SWOT analysis framework

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