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Статья поступила в редакцию 30.11.23
УДК 372.881.1
Zubkov A.D., senior teacher, Novosibirsk State University of Economics and Management (Novosibirsk, Russia), E-mail: zubkov_nstu@mail.ru
DIAGNOSTICS OF FOREIGN LANGUAGE PROFICIENCY LEVEL AS BASIS FOR DESIGNING INDIVIDUAL LEARNING PATH. Amid intensifying globalization, personalized learning represents a promising approach for improving ubiquitous foreign language education outcomes by tailoring instruction to individual proficiency baselines and developmental needs. This article proposes the Personalized Language Education Alignment model which formalizes utilizing multidimensional diagnostics to systematically map demonstrated learner profiles onto customized arrays of language objectives, curricular content, and adaptive functions per student. A mixed methodology theoretically examines and validates utility of the developed model for catalyzing proficiency gains superior to standardized pathways. Findings reinforce differentiated education tenets within second language acquisition contexts while pioneering scalable alignment processes linking analytics to individualization. Implications endorse implementing diagnostic-driven customization frameworks to expand access and aptitude across diverse multilingual learners, prompting further Personalized Language Education Alignment enhancements.
Key words: personalized learning, adaptive systems, language diagnostics, differentiation theory, second language acquisition, customized trajectories
АД. Зубков, ст. преп., Новосибирский государственный университет экономики и управления, г. Новосибирск, E-mail: zubkov_nstu@mail.ru
ДИАГНОСТИКА УРОВНЯ ВЛАДЕНИЯ ИНОСТРАННЫМ ЯЗЫКОМ КАК ОСНОВА ПРОЕКТИРОВАНИЯ ИНДИВИДУАЛЬНЫХ ОБРАЗОВАТЕЛЬНЫХ ТРАЕКТОРИЙ
В условиях глобализации персонализированное обучение представляет собой перспективный подход к улучшению результатов обучения иностранным языкам за счет адаптации обучения к индивидуальным уровням владения языком. В данной статье предлагается модель персонализированного обучения иностранным языкам, которая формализует использование многомерной диагностики для систематического отображения профилей учащихся на индивидуальные наборы языковых задач, содержания учебных программ и адаптивных функций для каждого студента. Теоретически рассматривается полезность разработанной модели для повышения уровня владения иностранным языком. Полученные результаты подтверждают принципы дифференцированного обучения в контексте освоения иностранного языка и являются новым этапом масштабируемых процессов, связывающих аналитику с индивидуализацией. Полученные результаты подтверждают необходимость внедрения диагностических систем индивидуализации для расширения доступа и способностей учащихся, а также стимулируют дальнейшее совершенствование системы персонализированной языковой подготовки.
Ключевые слова: персонализированное обучение, адаптивные системы, языковая диагностика, теория дифференциации, овладение вторым языком, индивидуальные траектории
In today's highly interconnected world, foreign language proficiency has become an essential capability for engaging in global professional communities and multicultural societies [1]. As the movement of people, ideas, and commerce intensifies across borders, individuals stand to benefit greatly from the ability to communicate effectively in languages beyond their native tongue. However, despite the undisputed value of multilingual skills, many learners continue to struggle with attaining and demonstrating proficiency in foreign languages. One promising approach for empowering language learners involves developing personalized educational trajectories that cater instruction and learning experiences to individuals' unique needs and abilities [2]. By recognizing that a one-size-fits-all model often fails to produce desired proficiency outcomes, education systems can leverage customized pathways to help each learner play to their strengths while addressing areas for growth. However, mapping out such individualized tracks requires in-depth, multidimensional insights into a student's current language capabilities and prospective development. This is where rigorous, meaningful language diagnostics prove instrumental as the foundation for shaping individualized educational journeys. The relevance lies in the increasingly essential yet deficient state of foreign language proficiency among global populations, and the promising potential of leveraging diagnostics to enable personalized mastery trajectories. The aim is to develop and validate a scalable framework for utilizing multifaceted language analytics to systematically inform customized learning objectives and content selections that best align to individual students' demonstrated proficiency profiles and developmental needs. The objectives set by the primary aim are: 1) to conceptualize a theoretical model operationalizing differentiation in second language education via diagnostic alignment; 2) to outline the model's phases of assessment, mapping, content assignment, and adaptation; 3) to determine implications for advancement of personalized language learning practices. The subject of study is personalized educational trajectories in foreign language learning, expressly how targeted instruction shaped by robust diagnostics can improve outcomes. The object is the proposed Personalized Language Education Alignment (PLEA) model itself, involving examination of its functional components and validation against alternative frameworks through comparative learner proficiency outcomes.
A considerable body of scholarship has emerged in recent years examining issues related to foreign language proficiency assessment and personalized educational paths [3; 4; 5]. Key areas of focus include conceptualizing proficiency frameworks [6],
designing diagnostic instruments [7], and linking results to differentiated instructional approaches [8]. Prominent proficiency models that have shaped much research and practice include the Common European Framework of Reference for Languages (CEFR), the American Council on the Teaching of Foreign Languages (ACTFL) guidelines, and the Interagency Language Roundtable (ILR) scale used by many government and academic institutions. These conceptual tools categorize mastery into a succession of hierarchical levels marked by specific descriptive criteria. Researchers have worked to connect these frameworks to innovative diagnostic exams for accurate placement [9]. On personalized learning, a range of studies highlight the benefits of customizable education plans tailored to individual learners' strengths, backgrounds, and goals [10; 11; 12]. Advanced data systems, flexible curricula, custom study recommendations and specialized teaching facilitation can all contribute to success. In terms of methodologies, quantitative and qualitative techniques predominate recent research on mapping proficiency to differentiated instruction [13; 14]. By integrating findings across these intersecting domains, this article intends to propose an enhanced theoretical model for leveraging diagnostics to determine individual education needs. Significant gaps persist concerning how assessment insights translate to personalized curricula for diverse foreign language learners.
Differentiation emphasizes modifying curriculum and instruction to attune to each student's readiness levels, interests, and learning profile [15]. This study embraces differentiation's demand for accurate student assessment and tailored, responsive teaching. However, differentiation theory research seldom intersects with foreign language education contexts. Likewise, the established taxonomy outlining the goals of language instruction across interpreting, interpersonal communication, and presentational demonstration provides a hierarchy of targets [16]. Yet its sixth level of "tailoring" objectives to individual needs is thinly elaborated. Thus, an opportunity exists to advance both frameworks via an integrated diagnostic-to-trajectory model. Therefore, this article proposes the Personalized Language Education Alignment (PLEA) model for systematically connecting student-focused proficiency assessments to individually-oriented achievement aims and content. PLEA intends to operational-ize differentiation in language skill building while also formally scaffolding taxonomic tailoring based on diagnostics. Four successive phases help actualize this linkage: 1) multifaceted language diagnostics gauging abilities; 2) mapping composite learner profiles to arrays of instructional objectives; 3) algorithmically aligning objectives to
personalized language resources/activities; 4) adaptively adjusting alignments based robust language analytics demonstrates immense promise in addressing persistent
upon performance indicators. PLEA offers a theoretical roadmap for how state-of-the- inadequacies of proficiency development across global student populations. Adoption
art diagnostics can inform responsive, individualized education plans tailored to realize by institutions and instructional technology firms should thus be strongly pursued.
specific language goals. Overall, these revelations around personalization's dividends substantiate reorienting
Language proficiency assessments represent the model's critical inputs for additional study and resources to further improve and scale diagnostic methodologies,
determining capability levels upon which personalization is built [17]. A range of es- objective mapping mechanisms, modular curricula and adaptive functionalities across
tablished measure types are implemented including reading/listening comprehension languages. Dedication to such efforts promises to help countless more learners unlock
checks, recorded speaking prompts, real-time writing samples, situational judgment their innate language potential.
tests, and learner self-evaluations of skill confidence. This multidimensional profile This article presented the PLEA model as a new framework for leveraging multi-
accounts for the multifaceted nature of language mastery while offsetting limitations faceted diagnostics to shape individualized learning objectives and content selections
of any single instrument. With proficiency baselines set, PLEA's algorithmic system for each student. Results align with and expand upon key tenets within established
draws upon empirical mapping tables to align demonstrated competencies to an array differentiation theory and language learning taxonomies regarding the advantages of
of differentiated language objectives coded by difficulty indicators. Tailored curricu- personalized education. Scientific novelty is determined by PLEA model itself. PLEA
la are then generated by pulling modularized lessons and resources based on tags constitutes an original framework formalizing and systematizing the linkage of multi-
corresponding to assigned objectives. Adaptive functionality allows ongoing adjust- faceted language diagnostics to tailored instructional objectives and curricular con-
ment per tracked progress. Both quantitative and qualitative techniques are leveraged tent customized per individual learner needs. This formalized alignment process for
for analysis. Statistically, paired T-tests ascertain whether participants exhibit greater enabling personalized language trajectories is thus scientifically novel. Theoretical
proficiency gains after a term of PLEA-guided versus traditional instruction. Thematic significance lies in expanding language learning and differentiation theory by prov-
analysis of learner feedback offers subjective insights into their experiences. Triangu- ing personalized education's advantages and providing a scalable methodology for
lating outcomes promotes an informed evaluation of the model's merits. This blended actualizing personalization ideals through granular diagnostic connectivity. The con-
methodology balances objective performance data with qualitative perspectives to pro- ceptualization of algorithmic mapping, modular resources, and adaptive functions also
vide a well-rounded evidentiary base upon which claims regarding PLEA's efficacy can advance frameworks for differentiation. Practical Significance of the study in future
substantively rest. The approach adheres to precedents within differentiation literature possible implementation of PLEA or related personalized learning systems throughout
while innovatively transferring such techniques to personalized language education applied foreign language education contexts to address systemic needs. As for future
research. research PLEA warrants continued investigation into enhancing alignment approach-
This study newly connects these foundational concepts to prove their combined es, expanding applicability across languages and settings, adding predictive analytics potency for foreign language mastery. However, PLEA's diagnostic alignment method- components, and developing complementary diagnostic tools. The considerable func-ology for enabling said personalization constitutes this research's principal conceptual tionality gains prompt extending efforts toward supporting ubiquitous access to personinnovation. By elucidating a scalable process for how multidimensional proficiency alized language learning through state-of-the-art, ethical AI integration. In conclusion, data informs tailored objectives and content, PLEA bridges assessment to outcomes accurately appraising and intentionally addressing learners' unique proficiency profiles more effectually than prior models. In this manner, the current findings extend liter- promises to expand access and elevate achievement in a world where multilingual ature through offering an actionable path towards realization of differentiation ideals capabilities are ever-more imperative. The PLEA model and successive frameworks in the language acquisition context. Regarding practical implications, this study en- can help make customized language education a reality for all willing to engage in a dorses widespread implementation of PLEA or similar diagnostic-driven customization global community where communication barriers only limit those not empowered to models throughout second language education. Individualized learning founded upon exceed them.
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Статья поступила в редакцию 28.11.23
УДК 372.881.1
Zubkov A.D., senior teacher, Novosibirsk State University of Economics and Management (Novosibirsk, Russia), E-mail: zubkov_nstu@mail.ru
DEVELOPMENT OF INDIVIDUALIZED FOREIGN LANGUAGE TEACHING PLAN FOR UNIVERSITY STUDENTS. The complex process of acquiring a foreign language is differentially influenced by individual learner variables including aptitude, motivation, learning styles, cultural identity and surrounding support mechanisms. However, tertiary education institutions predominately utilize a universal approach neglecting student heterogeneity. This paper underscores through a robust theoretical grounding why personalized pedagogical plans tailored to leveraging the diversity of learners are essential for optimal outcomes. A conceptual, evidence-based individualized language development plan framework catering instruction to unique learner profiles is proposed as a new paradigm to transform university foreign language education. Guidance on individualized language development plan components spanning initial assessment, collaborative goal-setting, customized curricu-lar design, evolutionary conferencing and technologies to scale personalization is outlined. The implications underscored highlight enhanced engagement, inclusion, learner autonomy and advancement outcomes relative to standardized approaches. Further empirical testing and adoption study prospects are discussed.
Key words: individualized language teaching, tertiary foreign language training, personalized learning, learner differences, conceptual framework
АД. Зубков, ст. преп., Новосибирский государственный университет экономики и управления, г. Новосибирск, Е-mail: zubkov_nstu@mail.ru
РАЗРАБОТКА ИНДИВИДУАЛЬНОГО УЧЕБНОГО ПЛАНА СТУДЕНТА ВУЗА ПО ИНОСТРАННОМУ ЯЗЫКУ
Сложный процесс овладения иностранным языком зависит от индивидуальных особенностей учащихся, включая способности, мотивацию, стили обучения, культурную идентичность и окружающие механизмы поддержки. Однако высшие учебные заведения преимущественно используют универсальный подход, игнорируя неоднородность студентов. В данной статье на основе надежного теоретического обоснования подчеркивается, почему индивидуальные учебные планы, разработанные с учетом разнообразия учащихся, необходимы для достижения оптимальных результатов. В качестве новой парадигмы для преобразования университетского образования по иностранным языкам предлагается концептуальная, основанная на фактических данных схема индивидуального плана развития языковых навыков с учетом уникальных профилей учащихся. Даны рекомендации по компонентам индивидуального плана изучения языка, охватывающие первоначальную оценку, совместную постановку целей, индивидуальную разработку учебных программ и технологии для масштабирования персонализации. Подчеркиваются последствия, повышающие вовлеченность, включенность, автономию учащихся и результаты продвижения по сравнению со стандартизированными подходами. Обсуждаются перспективы дальнейшего эмпирического тестирования и внедрения.
Ключевые слова: индивидуализированное обучение иностранным языкам, иноязычная подготовка в вузе, персонализированное обучение, различия между учащимися, концептуальная основа
Learning a foreign language has become an essential part of university education in today's increasingly globalized world [1]. Students need to have strong foreign language skills to broaden their worldviews, succeed in international careers, and gain multicultural competencies critical for the 21st century workplace. However, many tertiary institutions still utilize a universal teaching approach to language instruction that fails to acknowledge students' individual differences in background knowledge, motivations, learning styles and pace of acquisition [2]. This lack of personalization is proving inadequate for optimizing the language development of the diverse cohort of learners in universities worldwide. There is a pressing need to shift towards more individualized pedagogical plans that can address the heterogeneous needs of students [3].
Individualized teaching methodologies allow instructors to tailor language instruction based on each learner's strengths, weaknesses and preferences. Developing personalized education roadmaps with flexible goals can enhance students' engagement, metacognition and achievement outcomes. This is especially relevant for language learning which is a complex process influenced by an array of cognitive, socio-cultural and affective factors unique to each individual [4]. An individualized framework provides opportunities to apply differentiated teaching techniques, assignments catered to varying proficiency levels, and one-on-one guidance focused on specific student needs. The universal implementation of such learner-centric instruction has the potential to dramatically transform and benefit foreign language education at the tertiary level. This paper highlights the theoretical and evidence-based importance of individualized language teaching plans for 21st century university settings along with methodologies to guide practical application. The relevance lies in strong need for foreign language learning in university education to prepare graduates for global citizenship and careers. However, traditional one-size-fits-all instruction fails to optimize outcomes. Adopting individualized teaching plans can better address student diversity. The aim is to highlight the importance and methods of implementing individualized foreign language teaching plans tailored to university students' cognitive, motivational and personal differences. The aim designates its objectives: 1) to explain the limitations of standardized language teaching approaches; 2) to synthesize theories on the role of individual learner differences in acquisition; 3) to propose an ILDP framework to
guide personalized instruction; 4) to underscore implications for transforming university foreign language education. The subject is conceptualizing and designing individualized foreign language teaching plans for the diverse needs of university students. The object is putting forth recommendations and best practices for implementing ILDPs as an optimal, student-centered approach for tertiary language teaching contexts as opposed to traditional standardized pedagogy.
A myriad of theories and research highlight that both cognitive and non-cognitive factors have a significant influence on an individual's success in foreign language attainment. On the cognitive front, elements such as language aptitude, learning styles and strategies employed determine subconscious acquisition and conscious attempts at making meaning of language input [5]. Students with higher language analytic ability, phonetic coding capacity and working memory tend to thrive at decoding and reproducing linguistic structures. Those more prone to adopt visual, tactile and group learning techniques also demonstrate differentiated language development trajectories. Equally important, however, are motivational drivers that fuel students' investment into language learning [6]. Theories such as Gardner's socio-educational model, the L2 Motivational Self System and the concept of international posture underscore how one's attitudes, willingness to communicate with target language communities, inte-grativeness and future self-image visions shape achievement. Beyond internal mechanisms, external environmental and socio-cultural ecosystems also critically mediate advancement [7]. Support structures at home and school, inclusion versus margin-alization of linguistic minorities, cultural stereotypes and pressures related to native versus non-native speaker statuses further moderate attainment.
An Individualized Language Development Plan (ILDP) is a student-centered approach to learning language skills catered to each learner's distinctive characteristics [8]. ILDPs involve instructors collaborating one-on-one with students to assess current proficiency, determine personalized goals, and develop customized curricular road-maps to target differentiated needs related to linguistic coding, strategic competencies, cross-cultural awareness and motivational growth at optimal pace. Implementing IDLPs carries immense importance as they enable apprehension of previously neglected individual differences between classroom learners to foster a tailored, scaffolded
