Abstract

In the context of Outcome-Based Education (OBE), ensuring foreign language learning outcomes remains a major challenge for higher education institutions. This paper examines the role of process control and early intervention in foreign language education management. Drawing on theories of OBE, Learning Analytics, and Early Warning Systems (EWS), the study highlights the differences between monitoring and control in academic management. The findings indicate that the absence of early intervention may result in low achievement rates and inconsistent educational quality. The study suggests that universities should adopt data-driven process- control mechanisms to ensure sustainable and effective learning outcome achievement.

Keywords: Early intervention, early warning system, foreign language learning outcomes, learning analytics, outcome-based education, process control.