• Dr.A. Yacob

  Author

Historically, traditional English language education has adhered to standardized models and approaches based on the premise that a uniform approach will be able to cater to different learners from different backgrounds, irrespective of their level of language learning, speed of language acquisition, and different cognitive styles, which leads to disengagement and unequal results. This paper presents a personalized learning model for acquisition of English as a second language that consists of four interconnected components: learner profiling component, adaptive content generator, skill-specific feedback component, and progress tracking component. The proposed model comprises a multi-layer architecture that contains a data layer, intelligence layer, and interaction layer and will be developed through a fourth phase methodology. The proposed model stands out from previous attempts of dealing with the problems of pronunciation tutoring, writing assistance, listening support, and learner-style predicting as it represents the harmony of the previous attempts in one continuously changing model that is specifically designed for English language learners. The discussion touches the expected advantages of the use of the model, including lower level of disengagement of learners and increased speed of corrective cycles, but also raises the issues related to the privacy of data, dependence on technological infrastructure and algorithmic discrimination. The proposed model offers a practical foundation for future empirical validation and real-world deployment in English language learning contexts.

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