DEVELOPMENT OF INDIVIDUALIZED FOREIGN LANGUAGE TEACHING PLAN FOR UNIVERSITY STUDENTS

Abstract

The complex process of acquiring a foreign language is differentially influenced by individual learner variables including aptitude, motivation, learning styles, cultural identity and surrounding support mechanisms. However, tertiary education institutions predominately utilize a universal approach neglecting student heterogeneity. This paper underscores through a robust theoretical grounding why personalized pedagogical plans tailored to leveraging the diversity of learners are essential for optimal outcomes. A conceptual, evidence-based individualized language development plan framework catering instruction to unique learner profiles is proposed as a new paradigm to transform university foreign language education. Guidance on individualized language development plan components spanning initial assessment, collaborative goal-setting, customized curricular design, evolutionary conferencing and technologies to scale personalization is outlined. The implications underscored highlight enhanced engagement, inclusion, learner autonomy and advancement outcomes relative to standardized approaches. Further empirical testing and adoption study prospects are discussed.