Date Approved

2-1-2021

Embargo Period

2-2-2023

Document Type

Dissertation

Degree Name

EdD Doctor of Education

Department

Educational Services and Leadership

College

College of Education

Advisor

Kerrigan, Monica

Committee Member 1

Robinson, John

Committee Member 2

Wassell, Beth

Keywords

Adaptive Learning, COVID-19, Student Assessments, TESOL, ESL, World Language

Subject(s)

French language--Computer-assisted instruction; Individualized instruction

Disciplines

Bilingual, Multilingual, and Multicultural Education | Language and Literacy Education | Secondary Education

Abstract

In response to the urgent need to alleviate South Carolina from poverty and elevate them into the 21st century industry, South Carolina Department of Education (SCDOE), has vowed to educate all South Carolina students and ensure that they graduate prepared for success in college, careers, and citizenship (SCDOE, 2017). To accomplish this mission, SCDOE has developed rigorous educational standards, which include technology-integrated curricular (SCDOE, 2015). Through a non-experimental quantitative study, the relationship between adaptive learning environments (ALE) while employing technology and student outcomes were explored. These learning outcomes were in support of K-12 novice-mid language learners and were defined as an increase in students' post-assessment scores predetermined by their diagnostic assessment prior to formal instruction. The research took place at a public high school and the participants derived from two classes of French 3 language learners. This study seeks to discover the influence of ALE on student performance while focusing on 21st century industry standards.

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