THE IMPACT OF ADAPTIVE TEACHING ON UNDERGRADUATE LANGUAGE SKILL DEVELOPMENT

Abstract

Adaptive teaching offers personalized learning tailored to individual student needs, aiming for efficient and effective outcomes. At the university level, diverse student backgrounds—such as gender, age, language exposure, and academic experience—pose challenges for language skill development, particularly in writing. This quasi-experimental study was conducted with first-semester BS Management Sciences students at Khawaja Fareed University of Engineering and Information Technology. Sixty students were randomly assigned to control and experimental groups (30 each). The experimental group received instruction through adaptive teaching, while the control group followed a conventional approach. Findings showed that students in the experimental group significantly improved their writing skills—measured by the CUNY assessment test—in areas such as application, essay, letter, paragraph, dialogue, and composition writing. Their pedagogical skills also improved in the post-test. No significant differences were found between the groups in pre-tests, confirming baseline equivalence. However, post-test results demonstrated clear advantages of adaptive teaching for language development. Conclusion: Adaptive teaching positively influences undergraduate students' language skills. It is recommended that this approach be adopted more widely in higher education, especially for teaching English as a foreign language.