Adaptive Online Learning Through the Application of a Problem-Based Approach and Taking into Account the Universal Competencies of Students in the Preparation of a Foreign Language Presentation

   The article describes how adaptive learning can be applied in the course of teaching linguistic majors. It is worth adopting adaptive approach when case method is deployed in classes of English-language conversational practice. Since the case method involves problem solving, and it is widely used in problem-based learning, it is recommendable to apply it when it comes to learners’ teamwork. When students do research for their case study in small groups in the conditions of distance learning, the most preferable form of their progress report is a multimedia presentation. By taking part in the abovementioned activity, they acquire presentation skills, which are assessed by such criteria as the quality of the report, its content, presentation design, the students’ foreign language proficiency, as well as the ability to answer questions from the audience. The article describes the experiment aimed at determining the best way of dividing students into small groups. To this end, all the participants were given the same assignment which involved solving a problem. The results of the assignment were presented in the form of an online presentation. In the reference groups, the students were randomly divided into small groups by the teacher, whereas in the pilot groups, the teams were formed on the basis of psychological tests. These tests help identify the students’ personality traits that underly the transferrable skills. At the end of the experiment, all the teams that participated in the experiment made a final presentation. The same evaluation criteria were applied to compare its quality with the quality of the diagnostic presentation made at the beginning of the experiment. The pilot groups made much more progress than the reference ones, and the quality of their presentations showed a much more significant improvement. The results of the experiment indicate that adaptive approach can be effectively adopted when English conversational practice classes are conducted in an online format.

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