Personalized learning reliability of tell me more: a dynamic approach

Authors

DOI:

https://doi.org/10.29051/el.v7iesp.5.16039

Keywords:

Personalized learning reliability, Tell Me More, Dynamic assessment, Placement test

Abstract

This study investigated the personalized learning reliability of Tell Me More (TMM) (i.e. the extent to which two hypothetical identical learners receive the same level of instructional and learning support while using a courseware) within the dynamic framework of Tetzlaff, Schmiedek, and Brod (2020) in which personalized learning is considered to be the most reliable and effective when learners' characteristics are dynamically assessed during the learning procedure and the instructions are provided to them accordingly. The lessons, workshops, and activities of TMM's Dynamic mode were qualitatively analyzed and the results revealed that in order for TMM to provide a reliable personalized learning, it should be equipped with a placement test at the beginning of the course and a constant dynamic assessment technology throughout the learning process. Relying on adaptive activities chosen unsystematically by the learners themselves is not reliable in that most learners are neither capable of professionally estimating their own level of language proficiency nor are they trained to determine the required level of task difficulty for their activities. The results have implications for courseware designers to consider placement tests and dynamic assessment technology in their future designs to maximize the reliability of their personalized learning programs.

Downloads

Download data is not yet available.

Author Biography

Maria Shobeiry, University of Tehran, Tehran, Iran

PhD Candidate, Department of Applied Linguistics.

References

Ayulistya, T. (2016). Improving students’ pronunciation through Tell Me More pronunciation software. Indonesian EFL Journal, 2(2), 110-116.

Bunting, J,.(2010). Tell Me More software program. Teaching English as a second or foreign language, 8(1), 2-23.

Department for Education and Skills (DfES) (2004a) A National Conversation about Personalized Learning. Nottingham: DfES.

Dolog, P., Henze, N., Nejdl, W., & Sintek, M. (2004). Personalization in distributed e-learning environments. Proceedings of the 13th International World Wide Web Conference on Alternate Track Papers & Posters - WWW Alt. ’04. doi:10.1145/1013367.1013395

Ellis, R. (2016). Language teaching materials as work plans: An SLA perspective. In B. Tomlinson (Ed.), SLA research and materials development for language learning (pp. 203-218). New York: Routledge.

Espinosa, B (2013), Learning English using Tell Me More: Perspectives of university teaching staff as users of the online application. Retrieved on 1 May 2017 from https://www.researchgate.net/publication/278171803Learning.

Gardner, H. 1983. Frames of Mind: the theory of multiple intelligences. Heinemann.

Gyamfi, G., & Sukseemuang, P. (2017). EFL Leaners' perceptions, Practices and Achievement with the Online Learning Program Tell Me More. Contemporary Educational Technology, 8(4) 338-358.

Gyamfi, G. & Sukseemuang, P. (2017). Factors affecting EFL learners’ use of the computer language learning program Tell Me More. International Journal of Instructional Technology and Distance Learning, 14(2), 69-79.

Hashim, H., & Yunus, M. M. (2010). Learning via ICT: TELL ME MORE. International Journal of Learning, 17, 211-224.

Kenning, M. (2007). ICT and Language Learning. From print to the mobile phone. New York: Palgrave MacMillan.

Kukulska-Hulme, A. (2016). Personalization of language learning through mobile technologies: Part of the Cambridge Papers in ELT series. Cambridge: Cambridge University Press.

Ku, O., Hou, C.-C., & Chen, S. Y. (2016). Incorporating customization and personalization into game-based learning: A cognitive style perspective. Computers in Human Behavior, 65, 359–368. doi:10.1016/j.chb.2016.08.040

Kruse, K. (2004). CD-Roms for e-learning: Advantages and disadvantages. www.e-learningguru.com/articles/art1. [ 19 November 2008 ].

Lee, S. T. (2008). Teaching Pronunciation of English Using Computer Assisted Learning Software : An Action Research Study in an Institute of Technology in Taiwan. English Language and Literature Studies, 3(1), 219.

Lefevre, M., Jean-Daubias, S., Guin, N.(2009). Generation of pencil and paper exercises to personalize learners' work sequences: typology of exercises and meta-architecture for generators. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2843–2848.

Perez, A. (2014). Effectiveness of Tell Me More in enhancing communication skills. Asia Pacific Journal of Multidisciplinary Research, 2(6), 164-172.

Pollard, A. & James, M. (2004) Personalised Learning: A Commentary by the Teaching and Learning Research Programme. London: Economic and Social Research Council.

Thiyagarajan, G. (2020). Personalization and Visual Representation through Learning Analytics: A Meaningful Approach to Guide Self-Directed Learners. International Journal of Psychosocial Rehabilitation, 24(5), 3298–3303. https://doi.org/10.37200/ijpr/v24i5/pr202037

Uthayakumaran,A., & Kassim, H. (2018). Student Perceptions on the Effectiveness of Using Tell Me More for Pronunciation Learning.International Journal of Language Education and Applied Linguistics, 08 (2) 83-91

Tetzlaff, L., Schmiedek, F., & Brod, G. (2020). Developing Personalized Education: A Dynamic Framework. Educational Psychology Review. Published. https://doi.org/10.1007/s10648-020-09570-w

Tomlinson, B. (2013b). Developing principled frameworks for materials development. In B. Tomlinson (Ed.), Developing materials for language teaching (2nd ed., pp. 95-118). London: Bloomsbury.

Tomlinson, B., & Masuhara, H. (2018). The complete guide to the theory and practice of materials development for language learning. Hoboken, NJ: WILEY Blackwell.

Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.) Cambridge, MA: Harvard University Press.

Downloads

Published

27/12/2021

How to Cite

SHOBEIRY, M. Personalized learning reliability of tell me more: a dynamic approach. Revista EntreLinguas, Araraquara, v. 7, n. esp.5, 2021. DOI: 10.29051/el.v7iesp.5.16039. Disponível em: https://periodicos.fclar.unesp.br/entrelinguas/article/view/16039. Acesso em: 13 nov. 2024.