An adaptive system of foreign language training for an adaptive system of teaching a foreign language to students of pedagogical specialties: european experience

Abstract

The individual characteristics of foreign language acquisition among students of pedagogical specialties and the selection of adaptive technologies considering these characteristics are examined in the article. An analysis of studies by methodological researchers that explores the psycho-physiological features of students' memory, thinking, attention, and the emotional sphere is provided. The article presents data on training students in pedagogical specialties based on the authors' developed learning model, utilizing adaptive educational technologies that consider individual language learning styles. Adaptive technologies such as communicative and audio-visual methods (AVM), personalized learning technologies, control-corrective teaching technologies (CCTT), business games, and adaptation-expansion-variation (AEV) learning technologies by both domestic and foreign authors are discussed. It is proven that students possess significant potential in intelligence and personality for effectively acquiring a foreign language in intensive learning conditions. For teachers, it is vital to select the appropriate adaptive technologies based on each student's group and individual characteristics. At the same time, educational institutions need to implement specific measures to support existing motivation and identify personal student traits that actively influence the learning process. Existing research conducted both in our country and abroad (mainly focusing on adaptive information systems) does not provide unanimous consensus on the effectiveness of the adaptive approach. Whether this is due to shortcomings in the conducted studies or the limitations of adaptive technologies remains to be seen as the adaptive approach is still in development. However, this method has shown effectiveness for students with certain levels of knowledge, skills, language abilities, and motivation when learning any foreign language. Other researchers in teaching foreign languages in pedagogical institutions can consider these results and develop their own variations of educational content within the framework of standard discipline programs. The more such studies are conducted, the faster this field of educational technology will be developed and the more promising its application will become clear. Additionally, the study can be extended toward developing electronic platforms based on existing content.