Designing an Adaptive Learning Environment to Improve Writing Skills and Usability for EFL Students at the Faculty of Education

Gohar, Rehab Hamadtoh; ELghool, Reham

doi:10.21608/ijie.2016.3682

Cited by 4 publications

(7 citation statements)

References 7 publications

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“…According to Gohar & El-Ghool (2016), ALT is designed to provide students with a personalized learning experience that is tailored to their individual needs. It can adapt the content, pace, and level of difficulty of the instruction based on the student's progress, ensuring that they are challenged but not overwhelmed.…”

Section: The Concepts Of Adaptive Learning Technologymentioning

confidence: 99%

“…ALT has the potential to transform EFL writing classes by providing individualized instruction, immediate feedback, and personalized learning paths (Daugherty et al, 2022;El-Sabagh, 2021;Gohar & El-Ghool, 2016). However, to effectively implement ALT in EFL writing classes, a theoretical framework is necessary to guide instructional design and ensure that learning outcomes align with students' needs and goals.…”

Section: Theoretical Framework: Bloom Taxonomymentioning

confidence: 99%

“…Reasonably, a questionnaire was deployed the first research instrument to gather quantitative data about students' perceptions and attitudes toward ALT. The questionnaire was adapted from Gohar and El-Ghool (2016) and Nguyen and Nguyen (2022), which includes 20 items of four main parts including overall attitude towards ALT, perceptions of the ALT utility, satisfaction with the implementation of ALT, and challenges of using ALT in EFL writing classes. The questionnaire used a 5-point Likert scale (ranging from Strongly Disagree to Strongly Agree) with closed-ended questions to provide a clear and structured format for students to express their opinions.…”

Section: Questionnairementioning

confidence: 99%

“…Nowadays, writing skills have become more critical than ever before (Gohar & El-Ghool, 2016;Zhou et al, 2012). The ability to write effectively is not only essential for academic success but also in professional and personal life.…”

Section: Introduction *mentioning

confidence: 99%

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Exploring the Use of Adaptive Learning Technology in Higher Education Writing Classes: Students’ Perspectives

Nguyen,

Hoang

2022

JFS

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This study investigates students' perspectives on using Adaptive Learning Technology (ALT) in writing classes in higher education. The ALTs used include Grammarly as an Automated Writing Evaluation (AWE), Quizizz as an Adaptive Content Application (ACA), and Google Docs and Miro as Digital Writing Platforms (DWP). Underpinning Bloom’s Taxonomy, this mixed-methods research design combining a questionnaire adapted from Nguyen and Nguyen (2022), Gohar and El-Ghool (2016) as well as an observation checklist were employed to collect both quantitative and qualitative data on students' overall attitudes toward ALT, perceptions of its utility, satisfaction with its implementation, challenges, and recommendations. The findings indicate that students generally had a positive attitude towards ALT, particularly its capacity to provide personalized feedback and support for specific learning requirements. However, obstacles such as technical difficulties and the need for both students and teachers to receive adequate training and support must be addressed. The study additionally suggests several recommendations for the implementation of ALT in writing classes.

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Section: The Concepts Of Adaptive Learning Technologymentioning

confidence: 99%

Section: Theoretical Framework: Bloom Taxonomymentioning

confidence: 99%

Section: Questionnairementioning

confidence: 99%

Section: Introduction *mentioning

confidence: 99%

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Exploring the Use of Adaptive Learning Technology in Higher Education Writing Classes: Students’ Perspectives

Nguyen,

Hoang

2022

JFS

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“…Traditional educational systems tend to adopt a "one size fits all approach" and deal with all students in the same manner. As a result, this raises many problems since they are students with different levels of knowledge, goals and preferences, characteristics, learning styles and multiple intelligences (Gohar, & El-Ghool, 2016). Moreover, the levels of difficulty of the content can make students feel more confident, when it is too easy, or frustrated, when it is too difficult, depending on their own level of prior knowledge (Oxman, & Wong, 2014).…”

mentioning

confidence: 99%

The Effectiveness of a Training Program Based on Features of Connected Speech in an Adaptive Learning Environment in Listening Skills among EFL Majors

سلامه,

عبدالعال,

طه

2023

التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية وال

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The current study aimed at investigating the effectiveness of a training program based on features of connected speech in an adaptive learning environment in listening skills among EFL majors. To meet such an end, the randomized pretest-posttest control group design was adopted. Participants, totaling 66 third year EFL majors at the Faculty of Education (Cairo), Al-Azhar University, were randomly selected and assigned into an experimental group (N=33) receiving the experimental treatment and a control one (N=33) receiving no instruction. Consequently, the researcher developed a listening skills checklist and a listening skills test which was administered after verifying its validity and reliability. Moreover, an adaptive learning environment was developed according to the level of proficiency, low, mid and high. More specifically, the researcher developed, firstly, the training program which comprised ten features of connected speech for the three levels, secondly, three scenarios, one for each level, to be transformed digitally by programmers. The results of the independent sample t-test revealed the outperformance of the experimental group students (mean=24.39) over those of the control one (mean=13.60). Furthermore, Eta squared (2) results showed a large effect size (.560) on the listening skills of the experimental group students. Such results indicated that the experimental treatment was effective in developing the third year EFL majors' listening skills and that 56% of the effect size could be attributed to the training program. The study recommended the need for instructing the features of connected speech in adaptive learning environments to develop the listening skills among EFL majors and suggested designing such environments according to more variables containing more features of connected speech and targeting different participants.

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Training Time Optimization through Adaptive Learning Strategy

Pagano

Marengo

2021

2021 International Conference on Innovation and Intelligence for Informatics, Computing, and Technologies (3ICT)

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Designing an Adaptive Learning Environment to Improve Writing Skills and Usability for EFL Students at the Faculty of Education

Cited by 4 publications

References 7 publications

Exploring the Use of Adaptive Learning Technology in Higher Education Writing Classes: Students’ Perspectives

Exploring the Use of Adaptive Learning Technology in Higher Education Writing Classes: Students’ Perspectives

The Effectiveness of a Training Program Based on Features of Connected Speech in an Adaptive Learning Environment in Listening Skills among EFL Majors

Training Time Optimization through Adaptive Learning Strategy

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