Authors: Katerina Kostolanyova; Ivana Simonova
Addresses: Faculty of Education, Department of Information and Communication Technologies, University of Ostrava, Frani Sramka 3, 709 00 Ostrava – Marianske Hory, Czech Republic ' Faculty of Education, Department of English Language and Literature, University of Jan Evangelista Purkyne, Pasteurova 3544/1, 40096 Usti nad Labem, Czech Republic
Abstract: 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.
Keywords: adaptive e-learning; model; English as a second language; ESL; English as a foreign language; EFL; sensory preferences; visual-aural-read/write-kinesthetic; VARK; reading comprehension; listening comprehension; higher education.
International Journal of Innovation and Learning, 2020 Vol.27 No.3, pp.274 - 286
Received: 07 Nov 2018
Accepted: 05 Mar 2019
Published online: 06 Apr 2020 *