DIAGNOSTICS OF FOREIGN LANGUAGE PROFICIENCY LEVEL AS BASIS FOR DESIGNING INDIVIDUAL LEARNING PATH

Abstract

Amid intensifying globalization, personalized learning represents a promising approach for improving ubiquitous foreign language education outcomes by tailoring instruction to individual proficiency baselines and developmental needs. This article proposes the Personalized Language Education Alignment model which formalizes utilizing multidimensional diagnostics to systematically map demonstrated learner profiles onto customized arrays of language objectives, curricular content, and adaptive functions per student. A mixed methodology theoretically examines and validates utility of the developed model for catalyzing proficiency gains superior to standardized pathways. Findings reinforce differentiated education tenets within second language acquisition contexts while pioneering scalable alignment processes linking analytics to individualization. Implications endorse implementing diagnostic-driven customization frameworks to expand access and aptitude across diverse multilingual learners, prompting further Personalized Language Education Alignment enhancements.