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This study investigates students' perspectives on using Adaptive Learning Technology (ALT) in writing classes in higher education. The ALTs used include Grammarly as an Automated Writing Evaluation (AWE), Quizizz as an Adaptive Content Application (ACA), and Google Docs and Miro as Digital Writing Platforms (DWP). Underpinning Bloom’s Taxonomy, this mixed-methods research design combining a questionnaire adapted from Nguyen and Nguyen (2022), Gohar and El-Ghool (2016) as well as an observation checklist were employed to collect both quantitative and qualitative data on students' overall attitudes toward ALT, perceptions of its utility, satisfaction with its implementation, challenges, and recommendations. The findings indicate that students generally had a positive attitude towards ALT, particularly its capacity to provide personalized feedback and support for specific learning requirements. However, obstacles such as technical difficulties and the need for both students and teachers to receive adequate training and support must be addressed. The study additionally suggests several recommendations for the implementation of ALT in writing classes.
Adaptive Learning Technology (ALT), students' perspectives, Bloom's Taxonomy, writing classes, higher education
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