An Adaptive Video Based Learning for English as Second Language Learning.
Saved in:
| Title: | An Adaptive Video Based Learning for English as Second Language Learning. |
|---|---|
| Authors: | V., Chithra Devi1 chithrapsnavijay@gmail.com |
| Source: | International Journal of Special Education. 2026 Special Issue, Vol. 41, p233-251. 19p. |
| Subject Terms: | *Interactive learning, *Individualized instruction, *Instructional systems, *Audiovisual education, *English as a foreign language, *Formative evaluation, *Language ability testing, *Educational technology |
| Abstract: | The growing use of digital media in English as a Second Language (ESL) teaching and learning requires teaching models that no longer focus on passive video presentation to learners but rather on responsive and interactive learning platforms. This paper introduces a Video-Based Interactive and Adaptive Learning Framework of ESL (VIA-ELF), which personalizes the process of learning video based on the profiling of the learners, interactive video based assessment, and difficulty conscious content recommendation in the context of widely available video streaming tools. The offered methodology takes the form of a mixedmethods approach that necessitates the needs analysis of the learners, the diagnostic proficiency testing, the interactive video design, the in-video and post-video formative assessment, the feedback on the perceived difficulty provided by the learners, and the update of the profile through the iterative approach. Adaptive recommendation mechanism bases its recommendations on objective performance measures, as well as subjective notions of difficulty, to bring the difficulty of the video in line with the dynamic competencies of the learners in language. The framework was tested with ESL students by pre- and post-testing the listening, speaking, reading and writing comprehension, evaluation and analysis of engagement and progression through the adaptive learning cycles. The effectiveness of the suggested adaptive video-based method is proven by the results of the experiment where all language abilities are enhanced, the number of learners involved is high, and the process of reaching the right level of difficulty is effective. These results suggest that lightweight, scalable video-based adaptive systems can be used to improve ESL learning, especially in learning settings with limited resources. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 194922897 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: An Adaptive Video Based Learning for English as Second Language Learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22V%2E%2C+Chithra+Devi%22">V., Chithra Devi</searchLink><relatesTo>1</relatesTo><i> chithrapsnavijay@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p233-251. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Interactive+learning%22">Interactive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Audiovisual+education%22">Audiovisual education</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability+testing%22">Language ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The growing use of digital media in English as a Second Language (ESL) teaching and learning requires teaching models that no longer focus on passive video presentation to learners but rather on responsive and interactive learning platforms. This paper introduces a Video-Based Interactive and Adaptive Learning Framework of ESL (VIA-ELF), which personalizes the process of learning video based on the profiling of the learners, interactive video based assessment, and difficulty conscious content recommendation in the context of widely available video streaming tools. The offered methodology takes the form of a mixedmethods approach that necessitates the needs analysis of the learners, the diagnostic proficiency testing, the interactive video design, the in-video and post-video formative assessment, the feedback on the perceived difficulty provided by the learners, and the update of the profile through the iterative approach. Adaptive recommendation mechanism bases its recommendations on objective performance measures, as well as subjective notions of difficulty, to bring the difficulty of the video in line with the dynamic competencies of the learners in language. The framework was tested with ESL students by pre- and post-testing the listening, speaking, reading and writing comprehension, evaluation and analysis of engagement and progression through the adaptive learning cycles. The effectiveness of the suggested adaptive video-based method is proven by the results of the experiment where all language abilities are enhanced, the number of learners involved is high, and the process of reaching the right level of difficulty is effective. These results suggest that lightweight, scalable video-based adaptive systems can be used to improve ESL learning, especially in learning settings with limited resources. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194922897 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 233 Subjects: – SubjectFull: Interactive learning Type: general – SubjectFull: Individualized instruction Type: general – SubjectFull: Instructional systems Type: general – SubjectFull: Audiovisual education Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Formative evaluation Type: general – SubjectFull: Language ability testing Type: general – SubjectFull: Educational technology Type: general Titles: – TitleFull: An Adaptive Video Based Learning for English as Second Language Learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: V., Chithra Devi IsPartOfRelationships: – BibEntity: Dates: – D: 08 M: 01 Text: 2026 Special Issue Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 41 Titles: – TitleFull: International Journal of Special Education Type: main |
| ResultId | 1 |
