Adaptive e-learning model for learning English as a second/foreign language

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F20%3AA21029DO" target="_blank" >RIV/61988987:17450/20:A21029DO - isvavai.cz</a>

Výsledek na webu

<a href="http://www.inderscience.com/offer.php?id=106811" target="_blank" >http://www.inderscience.com/offer.php?id=106811</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1504/IJIL.2020.106811" target="_blank" >10.1504/IJIL.2020.106811</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Adaptive e-learning model for learning English as a second/foreign language

Popis výsledku v původním jazyce

The main aim of the article is to: 1) describe how learners' sensory preferences are implemented in the adaptive model of e-learning; 2) present and discuss results of research conducted within the model in the subject of English as a second/foreign language, particularly in reading and listening comprehension. Data evaluating the starting knowledge of English and learner's sensory preferences are processed by the virtual teacher and each learner is provided individualised study materials, exercises and tests. Data were collected by standardised English grammar tests, by VARK questionnaire and non-standardised didactic pre-tests and post-tests. Four hypotheses were tested; results proved significant differences in test scores in reading comprehension skills compared to listening comprehension from both the view of type of sensory preference and study materials.

Název v anglickém jazyce

Adaptive e-learning model for learning English as a second/foreign language

Popis výsledku anglicky

The main aim of the article is to: 1) describe how learners' sensory preferences are implemented in the adaptive model of e-learning; 2) present and discuss results of research conducted within the model in the subject of English as a second/foreign language, particularly in reading and listening comprehension. Data evaluating the starting knowledge of English and learner's sensory preferences are processed by the virtual teacher and each learner is provided individualised study materials, exercises and tests. Data were collected by standardised English grammar tests, by VARK questionnaire and non-standardised didactic pre-tests and post-tests. Four hypotheses were tested; results proved significant differences in test scores in reading comprehension skills compared to listening comprehension from both the view of type of sensory preference and study materials.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Innovation and Learning

ISSN

1471-8197

e-ISSN

1741-8089

Svazek periodika

27

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

13

Strana od-do

274-286

Kód UT WoS článku

000529221400003

EID výsledku v databázi Scopus

2-s2.0-85084318863