Abstract
Traditional learning approaches in teaching English assume that learners have same background, ability, and requirements. In this study, we propose an adaptive learning systems-knowledge level (ALS-KL) is a learning system that can personalize materials due to proficiency level of English language learners. A pre-test is given to measure the proficiency level of learners. The level is divided into elementary, intermediate and advanced. The ALS-KL provides the most suitable materials according to the needs of the learners. We applied the proposed system on 90 learners with different English proficiency level. The effectiveness of the system was evaluated using post-test. The results of the post-test showed that the proposed system was able to improve learners with intermediate-level and advanced level 1.5 times and 4 times respectively while reducing the number of learners with elementary-level by more than 50%. These indicate the effectiveness of the proposed system.
Highlights
English language learning in general is still conventional
This study proposes an Adaptive Learning Systems-Knowledge Level (ALS-KL)
This study has proposed an adaptive learning system – knowledge level (ALS_KL) for learning of the English language
Summary
English language learning in general is still conventional. In this conventional model, it does not take notice of the students who have diverse characteristics in terms of background, ability, and requirements. Unsuitable learning materials in accordance with the characteristics of learners can affect the learning outcomes significantly This is because basically every individual has different learning requirements. The limitation of conventional learning approach can be solved by ALS approach In this approach, the different characteristics of student can be mapped and adopted individually for a unique learning experience. The value pretest will be used determine the level of elementary, intermediate, and ALS-KL will provide different learning materials based on the knowledge level of students’ proficiency in English. This approach is significantly different with the conventional approach
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