This study proposes a learner profile framework based on multi-feature fusion,aiming to enhance the precision of personalized learning recommendations by integrating learners’static attributes(e.g.,demographic data a...This study proposes a learner profile framework based on multi-feature fusion,aiming to enhance the precision of personalized learning recommendations by integrating learners’static attributes(e.g.,demographic data and historical academic performance)with dynamic behavioral patterns(e.g.,real-time interactions and evolving interests over time).The research employs Term Frequency-Inverse Document Frequency(TF-IDF)for semantic feature extraction,integrates the Analytic Hierarchy Process(AHP)for feature weighting,and introduces a time decay function inspired by Newton’s law of cooling to dynamically model changes in learners’interests.Empirical results demonstrate that this framework effectively captures the dynamic evolution of learners’behaviors and provides context-aware learning resource recommendations.The study introduces a novel paradigm for learner modeling in educational technology,combining methodological innovation with a scalable technical architecture,thereby laying a foundation for the development of adaptive learning systems.展开更多
Rural masses in India view English as the language of socio-economic empowerment through education. Education could be either in English or in regional languages, but children should learn English, because it is seen ...Rural masses in India view English as the language of socio-economic empowerment through education. Education could be either in English or in regional languages, but children should learn English, because it is seen as the key to the world of opportunities in higher education and employment. The governments need to politically respond to the aspirations of the common masses keeping aside both politicised language policies and theoretical linguistic inputs that encourage one＇s mother tongue as the ideal medium of instruction. Onerous responsibility lays on men, methods, and materials over which government have the least say, but the practising teachers of English and academics who help bureaucrats in framing language policies in India are solely responsible for non-realization of dreams of the masses. There is something terribly rotten in the state of English-teaching enterprise in India. This paper proposes to examine the present state of affairs in the teaching of English to rural students and to offer constructive alternatives to the existing package of men, materials, and methods.展开更多
Post-admission language tests tend to have a restricted range of proficiency levels among test-takers due to considerations made during the admission selection process.Although range restriction can present challenges...Post-admission language tests tend to have a restricted range of proficiency levels among test-takers due to considerations made during the admission selection process.Although range restriction can present challenges for proficiency-focused assessment,it can also bring opportunities to zoom in on fine-grained performance profiles of test-takers.This study reports on the validation of a profile-based rating scale for an ESL writing placement test in a US university.The profile-based rating scale was created by employing a three-staged,hybrid scale development approach,to provide not only accurate placement decisions but also fine-grained diagnostic information regarding ESL students’writing performance profiles.The scale strikes a balance between argument development and lexico-grammar,to better account for the range of writing performances among test-takers.To gather validity evidence for the profile-based rating scale,this study employs a sequential,mixed-methods approach to examine the quality of test-taker performances across profiles and rater perceptions on the scale.Nine certified raters were recruited to conduct independent evaluations of lexicogrammar and argumentation on a sample of 150 test-taker performances.These evaluations were subjected to many-facet Rasch measurement analysis to examine the differences across writing performance profiles included in the rating scale.Next,semi-structured,follow-up interviews were conducted with the raters,to complement the quantitative findings on the usability and effectiveness of the scale.The findings provide supportive evidence for the validity of the profile-based rating scale.I argue that by focusing on performance profiles,post-admission language tests can strengthen the alignment across curriculum,instruction,and assessment in ESL writing programs.展开更多
基金This work is supported by the Ministry of Education of Humanities and Social Science projects in China(No.20YJCZH124)Guangdong Province Education and Teaching Reform Project No.640:Research on the Teaching Practice and Application of Online Peer Assessment Methods in the Context of Artificial Intelligence.
文摘This study proposes a learner profile framework based on multi-feature fusion,aiming to enhance the precision of personalized learning recommendations by integrating learners’static attributes(e.g.,demographic data and historical academic performance)with dynamic behavioral patterns(e.g.,real-time interactions and evolving interests over time).The research employs Term Frequency-Inverse Document Frequency(TF-IDF)for semantic feature extraction,integrates the Analytic Hierarchy Process(AHP)for feature weighting,and introduces a time decay function inspired by Newton’s law of cooling to dynamically model changes in learners’interests.Empirical results demonstrate that this framework effectively captures the dynamic evolution of learners’behaviors and provides context-aware learning resource recommendations.The study introduces a novel paradigm for learner modeling in educational technology,combining methodological innovation with a scalable technical architecture,thereby laying a foundation for the development of adaptive learning systems.
文摘Rural masses in India view English as the language of socio-economic empowerment through education. Education could be either in English or in regional languages, but children should learn English, because it is seen as the key to the world of opportunities in higher education and employment. The governments need to politically respond to the aspirations of the common masses keeping aside both politicised language policies and theoretical linguistic inputs that encourage one＇s mother tongue as the ideal medium of instruction. Onerous responsibility lays on men, methods, and materials over which government have the least say, but the practising teachers of English and academics who help bureaucrats in framing language policies in India are solely responsible for non-realization of dreams of the masses. There is something terribly rotten in the state of English-teaching enterprise in India. This paper proposes to examine the present state of affairs in the teaching of English to rural students and to offer constructive alternatives to the existing package of men, materials, and methods.
文摘Post-admission language tests tend to have a restricted range of proficiency levels among test-takers due to considerations made during the admission selection process.Although range restriction can present challenges for proficiency-focused assessment,it can also bring opportunities to zoom in on fine-grained performance profiles of test-takers.This study reports on the validation of a profile-based rating scale for an ESL writing placement test in a US university.The profile-based rating scale was created by employing a three-staged,hybrid scale development approach,to provide not only accurate placement decisions but also fine-grained diagnostic information regarding ESL students’writing performance profiles.The scale strikes a balance between argument development and lexico-grammar,to better account for the range of writing performances among test-takers.To gather validity evidence for the profile-based rating scale,this study employs a sequential,mixed-methods approach to examine the quality of test-taker performances across profiles and rater perceptions on the scale.Nine certified raters were recruited to conduct independent evaluations of lexicogrammar and argumentation on a sample of 150 test-taker performances.These evaluations were subjected to many-facet Rasch measurement analysis to examine the differences across writing performance profiles included in the rating scale.Next,semi-structured,follow-up interviews were conducted with the raters,to complement the quantitative findings on the usability and effectiveness of the scale.The findings provide supportive evidence for the validity of the profile-based rating scale.I argue that by focusing on performance profiles,post-admission language tests can strengthen the alignment across curriculum,instruction,and assessment in ESL writing programs.
