Adaptive learning for ESL based on computation - Research Paper Example

?Article Critique In English as a second language based learning, individual 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 (Ya-huei & Hung-Chang , 2011). The article proposes a five step algorithm basing on learning motivation, cognitive style and learning style as the main factors that sets the difference in learning characteristic (Ya-huei & Hung-Chang , 2011). 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. The author therefore emphasizes on the need to have diverse learning sequence and content in the teaching of English as a second language (Ya-huei & Hung-Chang , 2011). 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 (Ya-huei & Hung-Chang , 2011). 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 & Hung-Chang , 2011). Field independent learners’ shows a lot of detachment from social elements in the environment. On the other hand field dependent learners are more people leaning and depend largely on the external factors. Furthermore the author claims that apart from the cognitive styles, in the three procession stages followed in learning of English, motivation plays a fundamental role (Ya-huei & Hung-Chang , 2011). Motivation plays a role of predicting the students learning outcome especially in learning of a second language. This is as a result of students increased participation in the learning process as enhanced by their motivation (Ya-huei & Hung-Chang , 2011). The use of adaptive content can help students to learn the learning materials differently and benefit in a different way. Male students tent to respond and perform better in adaptive environment especially in science field. The results yielded by the algorithm in the study, the learning sequence and difference can be suitable for the male students who have a field—independent cognitive styles (Ya-huei & Hung-Chang , 2011). Further the application of the adaptive learning system indicates that male students highly adopt the field-independent cognitive style and a case of adaptive learning environment. It is important to take the learners’ characteristic into consideration when identifying the optimal learning sequence to accommodate all the students with individual difference. Learning motivation plays a crucial role in teaching and learning of English as the second language (Ya-huei & Hung-Chang , 2011). Learning motivation, learning style and cognitive style emerges to be an important factor of the individual diversity to the process of learning and thus strongly predict the outcome of English as second language learning. Students with field-independent cognitive style are more self-sufficient with respect to the development of the cognitive reorganization skills and least autonomous in regard to maturity of interpersonal skills. On the other hand, students who have field dependent cognitive approach are more autonomous with view to development of high interpersonal skills and less autonomous with regard to cognitive reconstruction skills. They tend to approach work with a universal manner unlike those with those having field-independent cognitive styles that approach issues in a more analytical way. Hence for field –independent cognitive style students should be given information in a sequential manner that moves from specific to more general (Ya-huei & Hung-Chang , 2011). Field dependent cognitive style students require more extensive and very informative feedback whereas field-independent cognitive style kind of students prefers to know what has happened. In the future the research might be applied to adaptive learning to a non English as a second language reading class to avoid a case of having disadvantage readers and facilitate the teaching of other educational levels (Ya-huei & Hung-Chang , 2011). The author is the opinion that there is need to create an optimal English as a second language environment for learning where teachers should be able to identify the existence difference and preferences of the individual student. This is possible through the analyses of their characteristic and available background knowledge (Ya-huei & Hung-Chang , 2011). The resulting information is used to identify a learning sequence that will give optimal results for maximization of each students learning outcome. This is a complete contrast of what is happening in conventional class-based English as a second language learning surroundings. In this situation students probable learning and upshot are hindered because of the use fixed learning sequence and the issue of giving the same content of learning to all the students without considering their diverse requirements (Ya-huei & Hung-Chang , 2011). However, taking students prior knowledge and characteristics into consideration makes it likely to alter learning sequence in a dynamic way to match the needs and capacity of each student resulting in improve outcomes from the English learning students. There is need therefore to have a policy change that allows for the implementation of the ideas proposed by the author. The author’s ideas are great ideas which I fully concur with due to the fact that these ideas are easy to adopt and give increased performance (Ya-huei & Hung-Chang , 2011). The ideas proposed by the author are possible to implement in a class room. From the pretest scores and the posttest scores in English as a second language learning situation can easily and appropriately be used to determine the optimal of the ideas adopted (Ya-huei & Hung-Chang , 2011). The algorithm used is a five step that involves the obtaining of the learning performance, distinguishing the learning performance of the highest performing from the lowest performing groups of students, categorization by use of different learning sequence and a considerable reduction in the number of handouts issued. These given ideas are easily possible to implement in a classroom situations since no outside resource materials are required (Ya-huei & Hung-Chang , 2011). Reference Ya-huei W. & Hung-Chang L. (2011). Adaptive learning for ESL based on computation . British Journal of Educational Technology, 42(1) 66–87 doi:10.1111/j.1467-8535.20 Read More