Mitigating Systemic English Proficiency Gaps: A Mixed-Methods Synthesis of Longitudinal Learner Trajectories and Blended Scaffolding in Saudi Higher Education

Abstract

The present research incorporates the existing knowledge on language acquisition theory and development of digital pedagogy to determine the possibility of blended learning (BL) to overcome the long-standing English proficiency gap dilemma in tertiary higher education institutions in Saudi Arabia. Incorporating systemic educational determinants with the intervention of tertiary education level, the study investigates how blended learning can erase the so-called readiness gap that learners undergo in English Medium Instruction (EMI) situations. Practical recommendations for implementing scaffolded BL models in classrooms are provided, particularly for late-start learners. Employing an integrated mixed-methods framework, Part A comprises a PRISMA-guided systematic review of 16 empirical studies (2012–2025), establishing a robust evidence base for BL effectiveness in Saudi higher education. Part B triangulates these findings through a qualitative case study of Year 7 "late-start" learners. Thematic analysis was utilized to map cascading challenges in orthography, discourse-level writing, and academic communication. This study outlines actionable strategies for teachers to implement blended learning in EMI classrooms. The results demonstrate that blended learning is effective to enhance writing, speaking, and motivation of students, although the teacher should include clearly defined reading tasks to help students understand. Teachers can use targeted digital scaffolding for productive skills to address these gaps. Results suggest that systemic mitigation requires a dual-track reform: a structural revision of the primary school curriculum to address root causes, and the implementation of evidence-based, scaffolded BL models in higher education to remediate existing proficiency deficits. Google Classroom and Zoom platforms allow teachers to scaffold language practice via a structured peer-feedback, recorded speaking task, and guided writing revision into confidence-building stages. This research offers a novel conceptual payoff by bridging the gap between initial educational contingencies and subsequent institutional solutions. It establishes an integrated research agenda that informs both policy reform and the strategic deployment of digital tools to foster learner resilience in regional ELT settings.