ASSESSMENT OF THE ATTITUDE OF FOREIGN LANGUAGE TEACHERS TO THE DIGITAL ADAPTIVE LEARNING SYSTEM

Abstract

The transformation of the functions of digital adaptive learning systems has become one of the key research priorities in the development of contemporary education and science. Digital adaptive learning currently provides a personalized learning experience tailored to the individual needs of both teachers and learners. Such systems enable continuous assessment of the knowledge and learning progress of educators and students. This study includes an analysis of the research conducted by national and international scholars on digital adaptive learning within the context of digital education.

The aim of the study was to evaluate foreign language teachers' attitudes toward digital adaptive learning systems and their readiness to apply them in pedagogical practice. The experimental study involved foreign language teachers from the cities of Shymkent and Turkistan. A total of 63 teachers voluntarily agreed to participate and were selected for the study. The research was conducted in three stages. At the diagnostic stage, an author-designed questionnaire entitled "What Is Your Opinion of Adaptive Learning Technology?" was used to examine foreign language teachers' attitudes toward adaptive learning technologies. During the intervention stage, a scientific and methodological seminar entitled "New Trends in FLT Training: Digital Adaptive Technologies and AI" was organized for the experimental group as part of their professional development. The seminar aimed to enhance teachers' readiness to effectively integrate digital adaptive technologies and AI tools into their professional practice. At the final stage, the questionnaire was administered again. The collected data were analyzed using statistical methods. The Shapiro-Wilk test was employed to determine whether the quantitative data followed a normal distribution. In addition, the nonparametric Mann-Whitney U test was used to compare the results of the experimental and control groups. The results revealed a statistically significant difference between the control and experimental groups (Mann–Whitney U = 218.50; Z = –4.043; p = 0.001; r = 0.51).