Adaptive learning via digital platforms for the personalization of foreign language learning

Abstract

Nowadays, tailoring instruction to the individual student through digital resources is no longer a novelty, particularly in English as a Foreign Language [EFL] classes. It is common to find platforms that adjust difficulty levels based on user interactions. To understand how this works in practice, 96 university students were monitored over 16weeks, using questionnaires and interviews for data collection. The results showed a favorable reception of the tools used, largely because they enabled students to progress at their own pace, receive instant feedback, become more independent in their studies, and maintain high levels of motivation. However, the students noted that teacher guidance remains essential throughout the instructional process, as technology serves merely as a complement.