Evaluating the Effectiveness of the Integrated Success Pedagogical Model in EFL Higher Education: A Multi-Site Quasi-Experimental Study

Abstract

This study presents the experimental evaluation of the Integrated Success Pedagogical Model (ISPM) in three higher education institutions, involving 360 participants across three courses. A quasi-experimental design compared experimental and control groups to assess ISPM’s impact on cognitive, motivational, behavioral, and reflective outcomes. Data collection methods included testing, surveys, observation, project analysis, and reflective journals. Results show significant improvements in the experimental groups, confirming the pedagogical and methodological value of ISPM in EFL instruction. Practical recommendations are provided to support systematic integration of success-oriented learning activities.