The researcher states that in English as a second language class-based learning, individual students have diverse learning needs. Therefore there is need for such students to be given considerations while teaching by not just following the fixed learning sequences and contents. The diversity that exist within and between classes calls for provision of learning content basing on preference and the background of the students in order to achieve maximum performance. The authors perceive that English language learning (ELLS) should adopt an adaptive learning sequence approach in order to enhance the outcome in a situation of varied individual difference. This way, a learning profile is used. Learning profile defines one’s motivation, engagement and cognitive processing habits showing the distinctive and habitual ways through which learners fully utilize the instructional content in a learning environment. The authors propose a design and a form of evaluating an adaptive educational system in which cognitive styles that constitute an important factor to be considered with respect to adaptive learning. It is critical, given the complex nature of learning English language to use content material with a different learning difference in order to lodge diverse learning profile. It is of great importance to match the content with learning profile to avoid impeding of the learning process those results from mismatching (Ya-huei & Hung-Chang , 2011). The authors support their argument with a research data on the use of adaptive and teaching strategies to facilitate teaching-learning of English as a second language in a learning situation. Adaptive learning systems make teachers to adapt the use of instructions to individual style of learning and preferences of the students (Ya-huei & Hung-Chang , 2011). The adaptive education system that is implemented in the background of computer mediated lessons is referred to as intelligent tutorial system. This with dynamism uses the e learning content, the educational representation and human-computer interface to the objective, needs and first choice of human being users for effective lessons and knowledge. The research took into account aspects such as personality and cognitive style to determine whether there is a correlation between learning profile and ability, teaching atmosphere and classroom learning (Ya-huei & Hung-Chang , 2011). A proposed design and formative assessment of an adaptive learning system in which it is mainly constituted of cognitive styles was considered with respect to adaptive learning. The field independent and field independent are the dimensions extensively used. This enable for obtaining of stable patterns on how individuals encode, perceive, think and process information. The research shows effect of field-dependence and independence on the learning process facilitation and the outcome(Ya-huei & Hung-Chang , 2011). According to the author, there is high interaction between field dimensions and the methods of instruction in English as a second language learning situation. Individual difference that are based on the field –dependent or field independent dimensions are proposed as the necessary key consideration while designing the instructional skeleton and the instructional setting (Ya-huei & Hun
The article uses the pretest and posttest increase in scores to determine the adaptive learning sequence that accommodate a variety of individual difference with optimal results. It also gives an empirical study on validation of adaptive learning sequence that was conducted. …
Strategies formulated ensure that resources held with an organization are allocated properly and are directed towards achieving organizational goals. The properly framed strategies often ensure organizations with higher profitability along with facilitating them to retain competitive advantages as well as help them in sustaining business for a long time.
While the teaching of English may be quite simple in the context of natural born speakers, its teaching takes a complex dimension when looked at from the perspective of second language learners (Shawer and Banks-Joseph 125-143). Second language learners would require that the teacher use specific classroom management skills in the impartation of information.
Adaptive and Assistive Technologies Introduction Technology can help level the playing domain for different types of learners. Assistive and adaptive technologies as well as modifications can enable and empower learners with diverse backgrounds and disabilities.
Another reason could be that the information is of sensitive nature so that the user is required to identify them before they can be allowed to access it.
The issues to do with slowness, unreliability and
This best learning experience has been the cornerstone of my learning over the years and I cherish the moment when I was able to muster enough confidence to seek new details and information regarding such a technological
Assistive and adaptive technology resolutions may comprise readily available, undemanding modifications, for example, a specified blend of hardware and software such as those required for Braille or voice output, or
Many people are unable to complete their education within appropriate time. In order to support those people to complete their education, adult learning program is practiced by several educational organizations (Kasworm, Rose & Ross-Gordon, 2010). ESL
The complex structure of the relative clause has raised its importance nor only for the English second language learners, but also for the educators of the language. The pattern of the English language is determined at different levels on the basis of language or grammar rules and other factors.
Demand for highly qualified teachers in world/foreign language in Russian, Chinese and Arabic speaking countries by the United States Department of States is very high. This implies that existing instructional gaps between ESL and grades students get in IELTS.
6 pages (1500 words)Research Paper
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