The Effect of an Adaptive Learning-Based Program in Teaching Linguistic Competencies on Developing Linguistic Literacy among Secondary School Students

Abstract

The research aimed to develop linguistic Literacy skills (reading and writing) among first-year secondary school students through a program based on adaptive learning. The research sample consisted of (60) first-year secondary school students who were divided into a control group and an experimental group. The descriptive approach and the experimental approach (quasi-experimental design) were used. The linguistic literacy skills (reading and writing) of first-year secondary school students were determined, and a test was prepared to measure reading literacy skills, and another to measure writing literacy skills. The program is based on adaptive learning, the teacher’s guide, and the student’s book. The research found that there were statistically significant differences at the level of (0.01) between the average scores of students in the control and experimental groups in the post-measurement of the linguistic literacy tests (reading and writing) as a whole, and in the sub-skills in favor of the experimental group. There were statistically significant differences at the level of (0.01) between the average scores of the students of the experimental group in the pre- and post-measurements of the linguistic enlightenment tests (reading and writing) as a whole, and in the sub-skills in favor of the post-measurement. The effect size was high, and in light of the research results, the researcher recommended training Arabic language teachers on how to use adaptive learning in teaching linguistic skills.