Conditions and the effects of an intelligent tutoring system usage for Russian high-stakes exam in English

Abstract

The aim of the proposed study was to dwell on the field of intelligent tutoring systems as applied to high-stakes exam settings in foreign languages. The main research hypothesis of this paper was the following: Does the study attempt frequency within the suggested intelligent tutoring system affect the overall students’ learning performance in preparation for the Speaking part of the Russian high-stakes exam in the English language? Addressing this research hypothesis also resulted in acquiring understanding on key stakeholders’ perception of preparation for the Russian high-stakes exam in English. Research literature was thoroughly analyzed and the suggested intelligent system was described in detail. Data was collected through a computer-based automated procedure with further randomization and sampling. As a result of the study, three cohorts of users of the intelligent tutoring system were defined. Each cohort maintained a positive study dynamics experienced through the use of the intelligent tutoring system. Also, continuous aspiration for implementing online self-training environments was identified within the majority of a foreign language teachers’ community. The framework developed for the research can be used in future research as a foundation for investigating self-regulated learning environments created for the Speaking part preparation of high-stakes exam in foreign languages.