Evaluation of a Computer-Assisted Language Learning System Based on Adaptive Learning Designed for Self-training in Scientific French Language

Abstract

This article presents the development and evaluation of a computer-assisted language learning system designed for self-training in scientific French language. The main problem addressed by this research is the linguistic obstacles faced by students during their academic years, which inspired the implementation of an adaptive learning system personalized to their needs. The methodology applied involved a need analysis approach to better adapt the French language learning offer to students’ demand, followed by the development of an adaptive learning model based on Item Response Theory (IRT). The system was evaluated by the System Usability Scale (SUS) model which shows high usability and user satisfaction and engagement. The findings were very encouraging, demonstrating that the presented adaptive learning model improves the adaptability of students’ needs and preferences. Overall, the aim of this research is to prove that the proposed learning system will improve the learners’ performance and understanding of scientific French language.