An Adaptive Video Based Learning for English as Second Language Learning.
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| Title: | An Adaptive Video Based Learning for English as Second Language Learning. |
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| 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] |
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| Database: | Education Research Complete |
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