The issue of low English language proficiency levels (ELPLs) in the Omani context of higher education, as well as similar contexts in the Gulf and the MENA region, generates great concern. Mock IELTS diagnosis tests conducted with sample graduates with a GPA score of 2.0 from several batches of the Faculty of Language Studies at Sohar University, Oman, indicate that their average IELTS score upon graduation is 5.0. This is explained by an average IELTS score of around 4.0 upon admission onto the degree programmes. The current research aims to address the ELPLs in the productive skills of Speaking and Writing, exploiting one interesting feature in learners in the Omani context: group-directedness. Omani students are strongly interdependent and have an evident preference to form and act from within groups. This preference stems from the sense of security, safety and confidence group belonging offers. It is the absence of this sense, coupled with other intrinsic and extrinsic factors, that hinders learners’ involvement and self-confidence building and results in low ELPLs. Research findings indicate that the optimization of students’ group-oriented tendency in out-of-class activities had a positive impact on the skills of Speaking and Writing. They show that students’ engagement in self-directed and group-oriented autonomous and collaborative learning activities (ACLA) improved their language proficiency, enhanced their involvement, and developed in them positive attitudes to learning. The research advocates the availing of such learning opportunities as an efficient means to address students’ low ELPLs.

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