Strengthening Students’ English Competence Based on the Results of Their English Proficiency Test with the Use of the Expert System with Forward Chaining Method
DOI:
https://doi.org/10.32734/ijcas.v7i2.14242Keywords:
Expert System, Forward Chaining, TOEFLAbstract
This article presents the results of a study that aimed to strengthen students' English language competency based on the results of their English proficiency tests using an expert system with a forward chaining method. The study employed a quasi-experimental design, with an experimental group receiving intervention using the expert system and a control group following traditional classroom instruction. The analysis of pre and post-test assessments revealed significant improvements in language skills for the experimental group compared to the control group. Additionally, the comparison of English proficiency test results showed higher mean scores for the experimental group, indicating a positive impact of the expert system intervention. The findings highlight the potential of the expert system with forward chaining in providing personalized and adaptive learning experiences, supporting language educators in addressing individual students' weaknesses, and enhancing overall language development. Further research with larger sample sizes and diverse participant groups is recommended to validate these findings and explore the scalability of this approach in language education.
Downloads
References
Arsovic, B. & Stefanovic, N. (2020). E-learning Based on the Adaptive Learning Model: Case Study in Serbia. Sadhana 45(1), 266.
Bakri, H. (2018). Evaluating and Testing English Language Skills: Benchmarking the TOEFL and IELTS Tests. International Journal of English Linguistics, 12(3), 99.
Becker, A., Rodriguez, J. C., Estrada, V., & Davis, A. (2016). Innovating Language Education: An NMC Horizon Project Strategic Brief. Austin, TX: The New Media Consortium.
Chang, C., & Chang, C.-K. (2014). Developing Students’ Listening Metacognitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity. The EUROCALL Review, 22(1), 3-19.
Cohen, A. D. (2018). Moving from Theory to Practice: A Closer Look at Language Learner Strategies. In R. L. Oxford & C. M. Amerstorfer (Eds.). Language Learning Strategies and Individual Learner Characteristics: Situating Strategy Use in Diverse Contexts, 31-54.
George, D. & Mallery, P. Descriptive Statistics. IBM SPSS Statistics 25 Step by Step, 126-134.
Hayadi, B.H., Bastian, A., Rukun, K., & Jalinus, N. (2018). Expert System in the Application of Learning Models with Forward Chaining Method. International Journal of Engineering & Technology, 7(2.29), 845.
Hung, H.T. (2015). Flipping the Classroom for English Language Learners to Foster Active Learning. Computer Assisted Language Learning, 28(1), 81-96.
Hung, S. (2016). Enhancing Feedback Provision through Multimodal Video Technology. Computers & Education, 98, 90-101.
Papageorgiou, S., Wu, S., Hsieh, C., Tannenbaum, R. J., & Cheng, M. (2019). Mapping the TOEFL iBT® Test Scores to China’s Standards of English Language Ability: Implications for Score Interpretation and Use. ETS Research Report No. RR, 19-44.
Park, J., Yang, J.-S., & Hsieh, Y. C. (2014). University Level Second Language Readers’ Online Reading and Comprehension Strategies. Language Learning & Technology, 18(3), 148-172.
Phongsirikul, M. (2018). Traditional and Alternative Assessments in ELT: Students’ and Teachers’ Perceptions. Reflections, 25(1), 61-84.
Rozewski, P., Kieruzel, M., Lipczynski, T., Prys, M., Sicilia, M.A., Garcia-Barriocanal, E., Sanchez-Alonso, S., Hamill, C. Royo, C. & Uras, F. (2019). Concept of Expert System for Creation of personalized, Digital Skills Learning Pathway. Procedia Computer Science 159, 2304-2312.
Saiakhov, R., Chakravarti, S. & Klopman, G. (2013). Effectiveness of CASE Ultra Expert System in Evaluating Adverse Effects of Drugs. Molecular Informatics, 32(1), 87-97.
Sanders, K, Sheard, J. Becker, B.A., Eckerdal, A. & Hamouda, S. Inferential Statistics in Computing Education Research: A Methodological Review. Proceedings of the 2019 ACM Conference on International Computing Education Research, 177-185.
Shah, I. (2018). The Downside of Traditional Language Assessment. University of Education Heidelberg. State Examination in Primary Education.
Troussas, C., Chrysafiadi, K. & Virvou, M. (2019). An Intelligent Adaptive Fuzzy-Based Inference System for Computer-Assisted Language Learning. Expert Systems with Applications, 127, 85-96.
Wolf, M.K. & Faulkner-Bond. (2016). Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance. Educational Measurement: Issues and Practice, 35(2), 6-18.
Zhang L., Basham, J. D., & Yang, S. (2020). Understanding the Implementation of Personalized Learning: A Research Synthesis. Educational Research Review, 31.
Zhou, Y. & Wei, M. (2018). Strategies in Technology-Enhanced Language Learning. Studies in Second Language Learning and Teaching, 8(2), 471-495.
Published
How to Cite
Issue
Section
Copyright (c) 2023 Liza Amalia Putri, Herly Nurrahmi, Xirui Chu
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
