In the last post from our Cambridge Papers series, we looked at how language learning can be personalised through mobile technology. In this article, Vanessa Pasini takes a look at how adaptive technology can also be utilised to personalize language learning, based on the finding of our latest research paper by Philip Kerr.
When I first started looking into adaptive technology, I wasn’t entirely convinced. To put it in layman’s terms, ‘adaptive technology’ is similar to the technology that tracks our online interactions and then tailors advertisements for us. In the context of language learning, adaptive technology responds to how students engage with online practice, algorithms then decide the next phase of learning. For example, software and cookies could measure how long students take to complete an exercise, how accurate they are or if they access online tools like dictionaries to help them. Adaptive technology is still very much in its infancy in terms of ELT so it’s facing a few challenges and has yet to have a major impact on ELT in the classroom.
What are the benefits?
The biggest and most obvious benefit adaptive technology offers is the possibility for personalisation. But isn’t that what we’re supposed to be doing already? I spoke to a number of colleagues and the general response was that adaptive technology seems to have a lot of potential as a tool. Especially in blended learning when used alongside classroom interactions. However, we just haven’t had enough exposure or access to it.
How can adaptive technology be used in ELT?
Vocabulary apps: These are digital flashcards in which students’ accuracy dictates when items are recycled. For example, a correct answer means a that item will be recycled after a longer delay than if it is incorrect. Much like flashcards, these are useful for high frequency vocab and for vocabulary recognition.
Adaptive testing: I thought this sounded a bit like a contradiction. In these types of tests, a student’s performance in previous questions will establish the order and difficulty of future questions. I can see their value in formative evaluation but I’m unclear as how this will fit with standardisation.
Virtual learning environments: Again, this will work best in a blended Learning system. The teacher’s responsibility becomes limited to feedback and there needs to be an opportunity to have real time interaction, even if it is online.
Teacher role is reduced: Adaptive technology assumes a linear progression which isn’t appropriate for language learning.
Challenges of Adaptive Technology in and for ELT
Lack of exposure: There just isn’t enough of it around. Given the very personalised nature of the technology, how can we understand what our students are going through?
This may be a bit of a digression but sometimes the best way to learn is to do. We focus a lot on personalisation in lesson plans but often our teacher development sessions are one-size-fits-all. One way to use adaptive technology and personalise it to our teaching is via the Visible Classroom app. I’m yet to try this out but the concept seems useful. Based on a recording of your lessons, the app will analyse your class interactions by measuring speed of delivery, teacher talk time and types of questions asked.
Language learning isn’t linear: Knowledge of a language may be but language learning is not; it’s complex and multifaceted.
It will replace teachers: I admit this crossed my mind. But, language exists in a context. It reacts to the listener, the time, the place and the environment it is uttered in. Without context, interaction and someone to read or listen to it, it’s just shouting into the void.
I’m a great fan of technology, I enjoy trying new techniques and varying my teaching. Adaptive technology seems like it could be a wonderful tool. The possibility it presents for personalisation of language learning is undeniable. Sometimes technology isn’t the answer to everything but it’s also nothing to be threatened by. With more access and familiarity with how we can integrate adaptive technology into blended learning, it’s potential will be realised. I personally just don’t feel we’re there just yet.
Want to find out more about adaptive learning? Download the full research paper: Cambridge Papers in ELT: Personalization of language learning through adaptive technology