Abstract:
This study investigates the effectiveness of an LMS -based adaptive learning
pathway in improving academic writing skills among university students in an English
as a Foreign Language (EFL) context. The study was conducted in the Advanced
English Reading and Writing course at Mae Fah Luang University. The objectives of
the research were: (1) to examine the extent to which LMS -based adaptive learning
pathways improve students’ academic writing performance, (2) to identify behavioral
and pedagogical factors associated with writing improvement within the adaptive
learning environment, and (3) to explore students’ experiences and challenges in
engaging with the adaptive learning pathway.
The study employed a mixed-methods research design. Quantitative data were
collected from pre-test and post-test writing assessments and behavioral log data
recorded in the Learning Management System (LMS). Qualitative data were obtained
through student questionnaires and interviews to gain deeper insights into learners’
experiences. A total of 180 undergraduate students participated in the study over one
academic semester. The results indicated that students’ academic writing performance
improved significantly after participating in the adaptive learning pathway. Analysis
of behavioral data revealed that voluntary engagement in optional learning tasks was
positively associated with writing improvement. Qualitative findings further indicated
that the diagnostic placement and adaptive learning structure helped reduce students’
writing anxiety and provided a supportive learning environment that encouraged
revision and active engagement in writing activities. However, some students reported
challenges related to workload and time management when engaging with higherlevel
writing tasks. Overall, the findings suggest that LMS-based adaptive learning
pathways can effectively support academic writing development by combining
structured instructional design with opportunities for learner engagement and self -
regulated learning.
