EFFECT OF ADAPTIVE TEACHING FOR IMPROVING LANGUAGE SKILLS OF UNDERGRADUATE STUDENTS

Abstract

Adaptive teaching provides personalized learning, which aims to give each student a path to learning that is efficient, effective, and unique. Students’ diverse background at universities become a challenge for teachers. Classroom comprises of diverse students based on gender, family background, age, exposure, and language. It is very difficult to facilitate all sorts of students with individual differences. At university level students face difficulties in developing language skills especially in writing skills. The nature of the study was experimental that was completed through quasi experimental research design. The population of the study was comprised on BS students first semester from management sciences department. The population of the study was comprised on the students of first semester from management sciences department of Khawaja Fareed University of Engineering and Information Technology. The 30 students were selected randomly for experimental group and 30 for control group. Experimental group was taught through adaptive approach and control group was taught through conventional approach. Findings of the study reveal that CUNY assessment in writing test score was increased among students of experimental group in post-test. In post-test students improved their application writing, essay writing, letter writing, paragraph writing, dialogue writing and composition writing. Moreover, score of pedagogical skill was also enhanced among students of experimental group in post-test, it means adaptive teaching enables the learner to improve language skill. In addition, there was no mean score difference of CUNY assessment in writing and pedagogical skill in pre-test-and post-test among students of control group. Similarly, there was no significant mean score difference of CUNY in pre-test of experimental group and control group. Moreover, in post-test comparison of mean score of CUNY among students of experimental group improved their writing skill as compared to students of control group. It means that adaptive teaching influences language development in positive way. Moreover, findings of the study describe that there was no significant mean score difference on pedagogical skill among students of experimental group and control group in pre-test. It denotes that the pre-test score pedagogical skill between experimental group and control group was not significant. Consequently, the level of pedagogical skill of students of experimental group was greater as compared to the students of control group in post-test. It shows that students who were learning with adaptive teaching of experimental group in post-test perform better on language skill as compared the control group. Recommendations in the light of results, English is a foreign language that is challenge for the students at university level so, adaptive approach of teaching should be practice in education sector.