Developing academic writing skills through LMS adaptive learning paths : Full Research Report

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.