Adaptive Learning as Scaffolded Instruction: Examining Alignment with The Zone of Proximal Development in English Language Teaching

Abstract

This paper explores the importance of adaptive learning as a scaffolded instruction that is consistent with the Zone of Proximal Development (ZPD) in English Language Teaching (ELT) in a higher education institution in India. The research is based on the socio-constructivist theory and will address the hypothesis that adaptive learning conditions can be used to achieve quantifiable gains in the language proficiency of learners through the provision of customized instructional assistance. A One-Group Pre-test Post-test Design based on quantitative approach was applied. The sample comprised of undergraduate students (n = 40) who were involved in an intervention that involved the use of adaptive learning tools during a period of six weeks. Pre-test and post-test tests were conducted to determine the change in the speaking and writing proficiency. The intervention was aimed at the provision of personalised feedback, graded tasks, and dynamic adjustment of the content according to the performance of the learners. Paired sample t-tests used in statistical analysis revealed that there was a significant post-test improvement in the assessed language domains. The results indicate that adaptive learning can be used as a scaffold, and it allows the learners to advance in their ZPD by closing the gap between the actual and potential levels of performance. The research piece also adds to the current body of knowledge because it empirically confirms the pedagogical applicability of adaptive systems in ELT settings. Yet, such limitations as the lack of a control group and a rather small sample are present. The implications underscore the possibility of the incorporation of adaptive learning structures in the curriculum development to increase the learner autonomy and efficiency of instruction in higher learning institutions.