Teenagers coming from low socioeconomic backgrounds are at a disadvantage when they are accepted to study at an EMI university in terms of their foreign language readiness. Thus, most of them cannot persist in their endeavor and drop out of university. In this mixed-methods design study, we implemented the Technology Enhanced Active Learning Model (TEALM) to improve the language readiness of disadvantaged students and evaluated its effectiveness through a semi-experimental design with a pre-test--post-test paired control group. We also collected students' views on their language learning experiences through semi-structured interviews. The findings showed that the students in the experimental group had significantly higher learning gains in productive skills, and they had much more positive perceptions about language learning.