MODERN APPROACHES AND TECHNOLOGIES OF ADAPTIVE FOREIGN LANGUAGE TEACHING FOR ADULTS IN THE CONTEXT OF LIFELONG LEARNING
Abstract
DOI: https://doi.org/10.26565/2074-8922-2025-84-24
Purpose. The article delves into contemporary methods and technologies for adaptive foreign language
instruction designed for adults within the realm of lifelong learning.
Methods. To solve the tasks, a set of general scientific (analysis, synthesis, analogy, comparison,
contrast, generalization, classification, systematization) and empirical (analysis of philosophical, psychological,
pedagogical, methodological literature) methods.
Results. In the age of globalization and rapid changes in society, adult learners place high demands on
their professional development, with foreign language fluency serving as a crucial component of their
competitive edge. The imperative of implementing adaptive technologies and andragogical principles to enhance
learning efficacy is thoroughly examined. The focus lies on key andragogical principles, including the emphasis
on self-directed learning, collaborative activities, tapping into life experiences, personalized learning, systematic
approach, and the relevance of learning outcomes. The article places significant emphasis on the importance of
considering learners' life experiences and individual traits. Language learning journeys can encompass both
positive and negative experiences, and instructors should leverage these experiences to cultivate a motivating
and supportive learning environment. The significance of tailoring learning experiences to individual adult
learners is emphasized due to their diverse goals and motivations that influence the learning journey. The article
delves into adaptive technologies such as the communicative method, audiovisual approaches, control-corrective
tools, and AEV (adapt-extend-variation) learning technologies, all of which enhance language acquisition
effectively. The communicative method fosters active interaction between educators and learners, and
audiovisual techniques aid in developing language perception and comprehension skills through visual and
auditory avenues. These methods acknowledge individual learning styles and contribute to a flexible learning
environment. Moreover, the concept of adaptive education, encompassing psychological, organizational, goaloriented, content, technological, and monitoring and assessment aspects of the educational process, is explored.
Conclusions. Adaptive education endeavors to establish conditions that enable students to proficiently
tackle educational tasks, considering their individual needs and socio-cultural context. In conclusion, the article
underscores the significance of formulating and implementing adaptive educational strategies for adult learners,
as these strategies account for their individual traits and requirements, paving the way for successful learning and
goal achievement
In cites: Bohdan A., Bryntseva O., Podorozhna A. (2025). Modern approaches and technologies
of adaptive foreign language teaching for adults in the context of lifelong learning. Problems of
Engineering Pedagogic Education, (84), 282-291. https://doi.org/10.26565/2074-8922-2025-84-24
Downloads
References
Angelides, M. C., Garcia, I. (1993). Towards an intelligent knowledge based tutoring system for
foreign language learning. Journal of Computing and Information Technology, 1(1), 15–28.
https://core.ac.uk/download/pdf/81372422.pdf
Atkinson, D. (2011). A sociocognitive approach to second language acquisition: How mind, body,
and world work together in learning additional languages. In D. Atkinson (Ed.). Alternative
Approaches to Second Language Acquisition (pp.143–166).
https://doi.org/10.4324/9780203830932-12
Bryntseva, O., Podorozhna, A. (2023). Business-playing as an interactive form of foreign
language learning in the context of higher engineering education. Problems of Engineer-
Pedagogical Education, (78), 23–28. https://doi.org/10.32820/2074-8922-2023-78-23-28 (in
Ukrainian).
Bryntseva, O., Podorozhna, A. (2023). Teaching adults a foreign language (on example of the
extramural department of UEPA). Bulletin of Vasyl' Stus Donetsk National University. Series
«Psychological Sciences», 1(2), 47–55. https://doi.org/10.31558/2786-8745.2023.1(2).7 (in
Ukrainian).
Chen, Y., Ding, N., Zheng, H.-T., Liu, Z., Sun, M., Zhou, B. (2024). Empowering private tutoring
by chaining large language models. In CIKM '24: Proceedings of the 33rd ACM International
Conference on Information and Knowledge Management, pp. 354–364.
http://dx.doi.org/10.1145/3627673.3679665
Franke, J., Leaver, B. L., Willis, J. R. (2005). Task-Based Instruction in Foreign Language
Education: Practices and Programs. The Slavic and East European Journal, 49(4), 724–725.
http://dx.doi.org/10.2307/20058391
Kwegyiriba, A., Mensah, R. O., Ewusi, E. (2022). The Use of Audio-Visual Materials in Teaching
and Learning Process in Effia Junior High Schools. Technium Social Sciences Journal, 31(1),
–114. https://doi.org/10.47577/tssj.v31i1.6399
Leaver, B. L., Stryker, S. B. (2008). Content‐Based Instruction for Foreign Language Classrooms.
Foreign Language Annals, 22(3), 269–275. http://dx.doi.org/10.1111/j.1944-9720.1989.tb02746.x
Levi, E. I. (2024). Technology in Lifelong Language Learning. In Embracing Technological
Advancements for Lifelong Learning (pp. 253–277). http://dx.doi.org/10.4018/979-8-3693-1410-
ch012
Nguyen, L., Do, P., Fröschl, C. (2008). Learner model in adaptive learning. World Academy of
Science, Engineering and Technology, 35, 395–400.
https://www.researchgate.net/publication/282679719_Learner_Model_in_Adaptive_Learning
Seshimo, H., Tanaka, A., Maruyama, M., Suzuki, H., Takahashi, T. (2006). Visualization and
Analysis of the Process of Learner-oriented Activities (Studies on Practical Use of e-Learning).
Japan Journal of Educational Technology, 29(3), 359–369.
http://dx.doi.org/10.15077/jjet.KJ00004286895
Șișianu, A., Pușcașu, A. (2024). New technologies and foreign language learning: transforming
language education. Journal of Social Sciences, 7(1), 91–99.
https://doi.org/10.52326/jss.utm.2024.7(1).07
Slavuj, V., Meńtrović, A., Kovačić, B. (2017). Adaptivity in educational systems for language
learning: a review. Computer Assisted Language Learning, 30(1–2), 64–90.
https://doi.org/10.1080/09588221.2016.1242502
Taylor, D., Yeung, M., Bashet, A. Z. (2021). Personalized and adaptive learning. In Innovative
Learning Environments in STEM Higher Education: Opportunities, Challenges, and Looking
Forward (pp. 17–34). https://link.springer.com/chapter/10.1007/978-3-030-58948-6_2
Woodrow, L. J. (2006). A model of adaptive language learning. The Modern Language Journal,
(3), 297–319. http://dx.doi.org/10.1111/j.1540-4781.2006.00424.x
