Using An Adaptive E-learning Platform to Develop Faculty of Education EFL Majors’ Critical Writing Knowledge and Skills

With the advance of technology, effective teachers adapt their teaching to navigate the complex nature of classroom instruction. However, little research has been carried out in the EFL context on how teachers adapt instruction and the effect of adaptation on developing prospective teachers’ critical writing knowledge and skills. The current study addresses this gap in the research literature. It aims at identifying the effectiveness of using an adaptive e-learning platform to develop Faculty of Education EFL majors’ critical writing knowledge and skills. The research follows the quasi-experimental two-group pre-post design. A program using an adaptive e-learning platform was prepared by the researcher. The research sample consisted of (80) male and female Minia University Faculty of Education third-year English majors divided into two equal groups in number (40 for each group). Two instruments were prepared by the researcher and used to collect data for the study. These instruments were the critical writing knowledge test and the critical writing skills. The findings revealed the effectiveness of the program in developing the experimental group participants’ critical writing knowledge and skills as indicated by the statistically significant improvement of their scores in the post-tests. These findings were discussed and recommendations and suggestions for further research were made in relation to the ongoing debate regarding the role of adaptive pedagogy. It is concluded that personalized instruction with the help of technology could be an alternative and effective approach to suit the learners' needs and abilities.